Sim LP 100

DEPARTMENT OF TEACHERS EDUCATION
Mabini Street, Tagum City

Davao del Norte
Telefax: (084)655-9591 Local 116
UNIVERSITY OF MINDANAO
Tagum College
Department of Teachers Education

BSED/BEED/BPE
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)
Course/Subject: LP 100 – Strategic Lesson Planning and

Design
Name of Teacher: MARIA GUADALUPE M. DE LEON

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT
FOR REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
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SELF-INSTRUCTIONAL & SELF-DIRECTED LEARNING COURSE MANUAL for

Online Blended Delivery (OBD) and Distance Education Delivery (DED) During
the Quarantine/Lockdown Period
I. Rationale
The University of Mindanao is fully committed to cater to the different needs of

its students in terms of alternative modes of instructional delivery. In order to serve
the purpose of alternative modes of delivery, a Self-Directed Learning (SDL)
program is developed through Self-Instructional Manuals (SIM). In fact, the
development of SIM/SDL for the online and blended learning alternative modes is
already in the University’s pipeline for academic year 2020-2021. Prior to the
development of these manuals, the University has already instituted industry-leading
academic innovations and initiatives for outcome-based education such as the
Student Portal; online student consultation program; Student Advising Program
(SAP); Outcomes Assessment Threshold (OATH program); various interactive
learning resources; and the subscription use of the BlackBoard Open as the official
learning management system (LMS) for virtual/online classes to further enhance the
quality of teaching and learning experiences of students.
With the ongoing COVID-19 pandemic which has resulted in massive social
and physical distancing, prohibition of mass gatherings, suspension of classes and
extended community quarantine/lockdown, there is a need to fast-track the
development of the SIM/SDL manuals to respond to the segmentized and unique
instructional needs of students.
The University is fully aware of the drawbacks and limitations of the online
blended teaching modes using self-instructional manuals particularly for laboratory
and practicum courses, competency appraisal courses, undergraduate research
courses, and a host of demonstration courses, not to mention the lack or poor
internet connections among the faculty and students. But with the quality assurance
procedures and academic innovations in place, the institution is confident that the
same quality of teaching and learning will be enjoyed by the students.
II. Objectives
1. The SIM/SDL Manual aims to provide the guidelines for instructional

development by the teachers and directed learning by the students; and
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2. The SIM/SDL Manual aims to provide avenues for innovative and flexible
alternative modes of delivery in response to the quarantine/lockdown
requirements.
III. Definition of Terms
(1) Self-Instructional Manual (SIM) refers to the teachers’ manual that consists of all
instructional contents and activities necessary for students’ learning. SIMs come
from the context of teachers; SIMs are conceptualized, designed, developed,
monitored and evaluation by the teachers.
(2) Self-Directed Learning (SDL) refers to the learning processes of the students. It
is self-directed because the students manage their own learning. It is directed
learning because the students follow the instructions provided in the SIMs. SDL
comes from the context of students and is intended for the students.
(3) Online Learning refers to the virtual class through the Blackboard (BB) Learning
Management System (LMS). Online learning requires computer hardware and
internet connection at home.
(4) Blended Learning refers to the combination of online learning and on-campus/on-
site learning (face to face). The SIMs shall provide the distribution of instructions
and activities done online and done on-campus/on-site.
(5) Distance Education refers to off-campus learning, which can be done with or
without online learning. It is a modular and seminar type of instructional delivery
that requires the use of traditional contact and social media platforms combined
with on-campus/onsite learning (face-to-face). The SIMs shall provide the
distribution of instructions and activities for distance education mode.
(6) Traditional contact refers to faculty and student interaction via

cellphone/telephone for communication and SMS.
(7) Social media platforms refer to email, Private Messenger, Facebook, Viber,
WhatsApp, Line, Zoom and other similar applications.
IV. Delivery Implementation Guidelines
There are 2 modes to implement the alternative delivery of instructions, with

their corresponding general guidelines: Online Blended Delivery (OBD) and Distance
Education Delivery (DED). Students can choose to enroll in OBD or DED, whichever
suits their needs and contexts as long as they meet the requirements of what they
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choose. OBD and DED courses shall continue to be based on the appropriate
course syllabi in terms of learning outcomes, content and coverage.
A. Online Blended Delivery (OBD)
(1) OBD courses and classes shall be offered during the quarantine/lockdown
period. For Summer Classes and Semestral Classes determined by the
University, the online component shall be held for the entire Summer and
Semestral periods and the on-campus/onsite component can be conducted
anytime on the last week, where the quarantine/lockdown period shall be slowly
lifted and allows resumption of classes. In the event that the quarantine/lockdown
period is neither lifted nor eased off, proper instructions shall be given for flexible
arrangements. What is important is for one 3-unit course/subject to meet the 54-
hours class requirement.
(2) The on-campus/onsite component shall be conducted in 2 days – one whole day
for review and synthesis, and another one whole day for final examinations. The
review and examination schedules shall be determined and announced in the
proper time depending on the quarantine/lockdown conditions.
(3) The faculty who will teach/handle an OBD course is required to have and use
their computer hardware and internet connection at home. The faculty in charge
of a course shall design the SIM and deploy in the BlackBoard LMS after the
review and approval by the Program Head and the Dean.
(4) The students who wish to enroll in OBD course are required to have and use
their own computer hardware and internet connection at home. After receiving
the course SIM, the students shall follow the instructions and activities as
provided and shall proceed their paced learning through SDL.
(5) Both the faculty and students under the OBD mode need to use their umindanao
email account and BlackBoard LMS account to access the BlackBoard LMS
virtual/online classes.
(6) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
(7) A separate Blackboard LMS manual shall be given to the faculty for the use of
the Blackboard LMS program. The faculty shall be in charge of giving instructions
to the students on how to use the Blackboard LMS virtual class.
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B. Distance Education Delivery (DED)
(1) DED courses shall be offered with caution by the University, taking into
consideration the quarantine/lockdown prohibitions as well as quality delivery.
The University may opt to limit the offering of DED courses for reasons of
instructional delivery and logistical constraints.
(2) Depending on the available DED courses, the students can choose the DED
mode if they do not have computer hardware and internet connection at home,
and thus they do not have access to the BlackBoard LMS.
(3) The students can claim their course manual or course SIM from the University
(home college) and follow instructions for paced learning for SDL. If prohibited by
the quarantine/lockdown orders, the University through the Admissions Office
shall send the course manual/SIM to the students by courier.
(4) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
(5) Faculty and student interactions in DED mode can be supplemented by

traditional contact and social media platforms, depending on what is available for
both teachers and students.
(6) Deadlines and submission of requirements can be arranged with flexibility: by

email, by courier if reliable or by personal submission (on-campus/onsite) if
allowed. The faculty in-charge shall design specific instructional delivery
requirements appropriate for DED mode.
(7) Final examinations in DED mode shall be done on-campus/onsite. Schedules

shall be determined and announced depending on the quarantine/lockdown
conditions.
V. Components of the SIM
The course manual or SIM which shall be designed by the faculty and used by the
students for their SDL shall contain the following components or parts:
Part 1. Quality Assurance Policies and Course Outline Policies
Part 2. Instruction Delivery
Under the Instruction Delivery are the following parts:
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(a) Unit Learning Outcomes (Big Picture)

(b) Course Outcomes (Chunks)
(c) Course Facilitator (Faculty/Teacher/Course Coordinator)
(d) Facilitator’s Voice (Coordinator’s Voice)
(e) Metalanguage
(f) Essential Knowledge (Concepts, theories, lessons, computations)
(g) Self-Help
(h) Let’s Check (Activities/Exercises)
(i) Let’s Analyze (Activities/Exercises)
(j) Nutshell
(k) Q&A List
(l) Keywords Index
Part 3. Course Schedules – daily and weekly programming of all lectures, activities
and requirements stipulated in Essential Knowledge, Let’s Check, and Let’s Analyze
portions.
The Online Code of Conduct, as provided herein as part of the guidelines,
shall be incorporated as part of the SIM/SDL manuals. This is to ensure that all
faculty/Course Facilitators and students are made aware of their agreement,
adherence and observance of professional conduct in OBD and DED courses.
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Table of Contents
Page
Part 1. Quality Assurance Policies and Course Outline Policies ................... 1

Part 2. Instruction Delivery
Unit Learning Outcomes (ULO) .............................................................. 5
Course Coordinator’s Voice ......................................................................... 6
Course Outcomes .................................................................................... 6
Week 1-3
ULO a............................................................................................................6
Metalanguage .................................................................................... 6
Essential Knowledge ......................................................................... 6
Self-Help ............................................................................................... 20
Let’s Check ............................................................................................... 21
Let’s Analyze .................................................................................... 22
Nutshell ............................................................................................... 22
Q&A List ............................................................................................... 23
Keywords Index .................................................................................... 23
ULO b ......................................................................................................... 24
Metalanguage .................................................................................... 24
Self-Help ............................................................................................... 38
Let’s Check ............................................................................................... 38
Let’s Analyze .................................................................................... 39
Nutshell ............................................................................................... 39
Q&A List ............................................................................................... 40
Keywords Index .................................................................................... 40
Week 4-5
ULO a ......................................................................................................... 41
Metalanguage .................................................................................... 41
Self-Help ............................................................................................... 59
Let’s Check ............................................................................................... 59
Let’s Analyze .................................................................................... 59
Nutshell ............................................................................................... 60
Q&A List ............................................................................................... 60
Keywords Index .................................................................................... 60
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ULO b ......................................................................................................... 61
Metalanguage .................................................................................... 61
Self-Help ............................................................................................... 68
Let’s Check ............................................................................................... 68
Let’s Analyze .................................................................................... 69
Nutshell ............................................................................................... 69
Q&A List ............................................................................................... 70
Keywords Index .................................................................................... 70
Week 6-7
ULO a ......................................................................................................... 71
Metalanguage .................................................................................... 71
Self-Help …............................................................................................ 78
Let’s Check …............................................................................................ 78
Let’s Analyze …................................................................................. 79
Nutshell …............................................................................................ 80
Q&A List …............................................................................................ 80
Keywords Index …................................................................................. 80
ULO b ......................................................................................................... 81
Metalanguage .................................................................................... 81
Self-Help …............................................................................................ 92
Let’s Check …............................................................................................ 92
Let’s Analyze …................................................................................. 93
Nutshell …............................................................................................ 94
Q&A List …............................................................................................ 95
Keywords Index …................................................................................. 95
Week 8-9
ULO a …...................................................................................................... 96
Metalanguage …................................................................................. 96
Essential Knowledge …...................................................................... 96
Self-Help …............................................................................................ 103
Let’s Check …............................................................................................ 104
Let’s Analyze …................................................................................. 105
Nutshell …............................................................................................ 106
Q&A List …............................................................................................ 106
Keywords Index …................................................................................. 106
Part 3. Course Schedule …................................................................................. 107

Appendices ……………………………………………………………………………… 110
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Workplan for Lecture …………………………………………………………………… 111
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PART 1: QUALITY ASSURANCE POLICIES

This is the first part of the manual which explicitly reflects the quality
assurance procedures unique to this course. These include the attendance
requirements (face to face or virtual), schedule of examination, submission and
return of assessment papers, schedule and extension of deadlines, appeal on the
grades, penalties, communication and special learning needs of students. Also
included in this section are the contact details of the Dean, Program Head, Faculty or
Course Facilitator, Guidance Facilitator, Librarian, and Help Desks to promptly
respond to your needs.
Course Outline: ELT 121 – Strategic Lesson Planning and Design
Course Coordinator: Genesis G. Genelza

Email: genelzagenesis@gmail.com
Student Consultation: By appointment
Mobile:
Phone:
Effectivity Date: January 2021
Mode of Delivery: Distance Education Delivery (DED)
Time Frame: 54 hours
Student Workload: Expected Self-Directed Learning
Requisites:
Credit: 3-unit Lecture
Attendance Requirements: Minimum of 95% attendance in all scheduled
virtual or face to face sessions and the Learning
Management System (LMS)
Course Outline Policy
Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is
designed for blended learning mode of instructional
delivery with scheduled face to face or virtual
sessions. The expected number of hours will be
54including the face to face or virtual sessions. A
Learning Management System (LMS), Quipper, will
be used to facilitate your learning. Other sessions
may also be conducted through online
communication channels such as Facebook,
Messenger, WhatsApp, Viber, E-mail, Line, Zoom,
Skype, or any other similar applications. You may
also contact the course coordinator through a
mobile number or telephone. The face to face
sessions shall include the summative assessment
tasks (exams)since this course is crucial in the
licensure examinationfor teachers.
Assessment Task Submission Submission of assessment tasks shall be on 3rd,
5th, 7thand 9th week of the term. The assessment
paper shallbe attached with a cover page
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indicating the title of theassessment task (if the

task is performance), thename of the course
coordinator, date of submission andname of the
student. The document should be emailedto the
course coordinator. It is also expected that
youalready paid your tuition and other fees before
thesubmission of the assessment task.
If the assessment task is done in real time through

the features in the Blackboard Learning
Management System, the schedule shall be
arranged ahead of time by the course coordinator.
Since this course is included in the licensure
examination for teachers, you will be required to
take the Multiple-Choice Question exam inside the
University. This should be scheduled ahead of time
by your course coordinator. This is non-negotiable
for all licensure-based programs.
Turnitin Submission To ensure honesty and authenticity, all
(if necessary) assessment tasks are required to be submitted
through Turnitin with a maximum similarity index of
30% allowed. This means that if your paper goes
beyond 30%, the students will either opt to redo
her/his paper or explain in writing addressed to the
course coordinator the reasons for the similarity. In
addition, if the paper has reached more than 30%
similarity index, the student may be called for a
disciplinary action in accordance with the
University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as

cheating and commissioning other students or
people to complete the task for you have severe
punishments (reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after
Assignments/Assessments the designated time on the due date, without an
approved extension of time, will be reduced by 5%
of the possible maximum score for that
assessment item for each day or part day that the
assessment item is late.
However, if the late submission of assessment

paper has a valid reason, a letter of explanation
should be submitted and approved by the course
coordinator. If necessary, you will also be required
to present/attach evidence.
Return of Assignments/ Assessment tasks will be returned to you two (2)
Assessments weeks after the submission. This will be returned
by email or via the Quipper.
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For group assessment tasks, the course

coordinator will require some or few of the students
for online or virtual sessions to ask clarificatory
questions to validate the originality of the
assessment task submitted and to ensure that all
the group members are involved.
Assignment Resubmission You should request in writing addressed to the
course coordinator his/her intention to resubmit an
assessment task. The resubmission is premised on
the student’s failure to comply with the similarity
index and other reasonable grounds such as
academic literacy standards or other reasonable
circumstances e.g. illness, accidents financial
constraints.
Re-marking of Assessment You should request in writing addressed to the
Papers and Appeal program coordinator your intention to appeal or
contest the score given to an assessment task.
The letter should explicitly explain the
reasons/points to contest the grade. The program
coordinator shall communicate with the students
on the approval and disapproval of the request.
If disapproved by the course coordinator, you can

elevate your case to the program head or the dean
with the original letter of request. The final decision
will come from the dean of the college.
Grading System All culled from Quipper sessions and traditional
contact
• Exam 1 – 3 - 30%
• Final Exam
MCQ and Performance-based - 30%
• Class Participation – 40%
Submission of the final grades shall follow the

usual University system and procedures.
Preferred Referencing Style Depends on the discipline; if uncertain or
inadequate, use the general practice of the APA
6th Edition.
Student Communication You are required to create a umindanao email
account which is a requirement to access the LMS
portal. Then, the course coordinator shall enroll the
students to have access to the materials and
resources of the course. All communication
formats: chat, submission of assessment tasks,
requests etc. shall be through the portal and other
university recognized platforms.
You can also meet the course coordinator in
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person through the scheduled face to face

sessions to raise your issues and concerns.
For students who have not created their student

email, please contact the course coordinator or
program head.
Contact Details of the Dean Gina Fe G. Israel, Ed.D.
Email: deansofficetagum@umindanao.edu.ph
Phone: 09158325092
Contact Details of the Program Russel J. Aporbo, MEAL
Head Email: aporbo.russel@gmail.com
Phone: 09507726196
Students with Special Needs Students with special needs shall communicate
with the course coordinator about the nature of his
or her special needs. Depending on the nature of
the need, the course coordinator with the approval
of the program coordinator may provide alternative
assessment tasks or extension of the deadline of
submission of assessment tasks. However, the
alternative assessment tasks should still be in the
service of achieving the desired course learning
outcomes.
Online Tutorial Registration You are required to enroll in a specific tutorial time
for this course via the www.cte.edu.ph portal.
Please note that there is a deadline for enrollment
to the tutorial.
Help Desk Contact 09771712622
Library Contact Email: lictagum@umindanao.edu.ph
Phone:09273951639
Course Information – See or download the course syllabus in Quipper
CC’s Voice: Hello prospective teacher! Welcome to this course

LP 100: Strategic Lesson Planning and Design. By
now, I am confident that you really wanted to
become a teacher and that you have visualized
yourself already being in front of the classroom
teaching. By achieving that, you have to have a
good foundation in this course subject.
CO Before the actual performance, you have to

appreciate the importance of lesson planning.
Let us begin!
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Big Picture A
Week 1-3: Unit Learning Outcomes (ULO)
At the end of the unit, you are expected to:
a. explain the significance of lesson plan preparation

b. explain what SMART objectives are
c. write appropriate behavioral objectives that tap into the three
domains of learning.
Big Picture in Focus: ULOa. Explain the importance of lesson plan preparation.
Metalanguage
In this section, the most essential terms and definition relevant to the subject
and to demonstrate ULOa will be operationally defined to establish a common frame
of reference as to how the texts work in your chosen field or career which is to
become a language teacher. You will encounter these terms as we go through the
study of curriculum. Please refer to these definitions in case you will encounter
difficulty in the in understanding the concepts.
• Lesson Plan. It is teacher’s tool. It is itinerary which contains all specific
activities that will direct and lead learners to reaching their ultimate
destinations-achieving competency in all three domains of learning. Lesson
plan is a guide for instruction and contains details of what a teacher and
learners will do in order to tackle a particular topic. Experts agree that a
lesson plan should aim to answer the following questions:
What should be taught?
How should it be taught?
How should learning be assessed?
• Lesson planning. It is one way of planning instruction. Lesson planning

according to Scrivener (2005), entails "prediction, anticipation, sequencing,
and simplifying."
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three
weeks, you need to fully understand the following essential knowledge that will be
laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.,
ebrary, search.proquest.com etc.
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Management of Instruction
Planning lessons is vital to ensuring the delivery of teaching and learning in

schools. An effective and meaningful learning experience is a product of careful
planning. For this reason, it becomes imperative on the part of the teacher to
develop this particular skill. Planning starts with defining the directions to take, in
which case efforts are geared toward a specific set of objectives. It includes the
preparation of purposeful teaching-learning activities and the provisions of a
wholesome classroom atmosphere that will provide the best opportunities for an
effective teaching-learning process.
Lesson Plan Preparation
Effective lesson plans are important for teachers in all disciplines and subject
areas. Lesson plans allow a teacher to set specific student learning goals and
identify the concrete steps and activities to achieve those aims. When going through
teacher training courses, teachers are taught instructions on planning activities and
organizing lesson plans specific to their subject and certification. Regardless of
manageable instruction (Randall n.d.)
Lesson planning competencies are important for an educator. Having a lesson

plan ensures the goals and outcomes for learners are set along with the motivation
to read them as well. In addition, it helps manage time and assess students’
progress constantly. The SMART – specific, measurable, attainable, relevant, and
timely – method of lesson planning offers realistic goals and outcomes for students.
A successful lesson plan addresses and integrates three key components:

• Learning Objectives
• Learning activities
• Assessment to check for student understanding
A lesson plan provides you with a general outline of your teaching goals,
learning objectives, and means to accomplish them, and is by no means exhaustive.
A productive lesson is not one in which everything goes exactly as planned, but one
in which both students and instructor learn from each other.
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Phases in Lesson Plan preparation (Acero et al. 2007)

1. Pre-planning phase. As the initial stage, the teacher conceptualizes, envisions the
possible outcomes, and thinks of the best activities and approaches to employ. It is
the listing down of the tentative plans for teaching that will demand consideration of
the conditions that effect an effective teaching-learning process that includes aims,
goals, students’ interests, needs, content, and scope.
2. Active planning phase. This is the actual writing of the lesson plan. It is in this
phase that final decisions are made as to content, strategies, activities, and
instructional materials.
3. Review planning phase. Here, the teacher addresses the need to find out how well
the objectives can be carried out and if adjustments are to be made in anticipation of
how the learners will be able to retain what will be taught and give possible
responses to stimuli, materials, and new experiences.
4. Closure planning phase. This is where planning for evaluation is done. A set of
criteria is drawn to facilitate pre-identification of objectives and the extent by which
such objectives may be attained. This phase involves determining possible areas for
developing learning competencies.
Active planning Review planning Closure planning

Pre-planning phase
phase phase phase
Pre-identification
Gathering data to create a Writing the Fine-tuning of criteria for
mental plan or image of the
teaching-learning process
lesson plan the lesson evaluation
Sources of Learning Objectives
• Constitutional aims. All institutional goals/ objectives are geared towards a

realization of the national development goals as provided by Batas Pambansa
Blg. 232, otherwise known as Education Act of 1982. The national development
goals are as follows:
- To achieve and maintain an accelerating rate of economic development
and social progress
- To assure the maximum participation of all people in the attainment and
enjoyment of the benefits of such growth
- To achieve and strengthen national unity and consciousness and
preserve, develop, and promote desirable cultural, moral, and spiritual
values in a changing world
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• Institutional mission. This consists of the objectives set by the institution to

carry out its vision. There is in place a substantial focusing on the
vision/mission of the institution to be able to meet expectations through the
existing instruction form.
• Curriculum goals. These are determined by an operational philosophy and

carefully selected learning activities presented in a meaningful pattern. They
are the goals and objectives connected to programs. A specific program
concept designed to give shape to instruction. In essence, the concept
program is a set of instructional and organizational strategies that are
philosophically based.
What is a curriculum goal? It is a purpose or end which is stated in
general terms and which does not reflect criteria for achievement.
• Course / subject goals. These are derived from program activities. The
course goals organize and categorize content, including concept, problems, or
behaviors. However, they do not suggest an exact content to be learned or
instructional materials to be used. Course objectives are usually stated in the
form of topics, concept, or general behavior.
- To develop ability to analyze a short story
- To further understand the salient features of a parliamentary system of
government
Course objectives help teacher organize content in terms of topics,

continuity, sequence, and integration.
• Unit objectives. These are usually formulated by the teacher. It is also

referred to as classroom objectives which divide course into several units.
Unit objectives usually cover one to three weeks of instruction and are
organized according to the expected outcome. For example, in Politics and
Governance, the course will cover the following topics.
- Fundamental Theories/Principles of Government
- Political Dynamics
- Consultation
- Citizenship
- Suffrage
- Public Accountability
• Lesson objectives. These are otherwise known as specific instructional

objectives.
These are intended to further define the unit objectives by providing
instructions for teaching testing. Instructional objectives include the
following:
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- Expected behavior (specific skills, tasks, attitudes)

- Content
- Outcomes
- Mastery
The lesson plan objectives are more specific than unit plan objectives. They
include outcomes and conditions for a specific mode of instruction which the unit
plan objectives do not.
Self-Help: You can also refer to the sources below to help you
further understand the lesson:
• Acero, V et. al. (2015). Principles of teaching 1. Sampaloc, Manila: Rex Book
Store
• Casinto, A (2009). Handbook on principles of teaching 1. Sampaloc,
Manila: Rex Bookstore
• Corpuz, B & Salandanan, G. (2011). Principles of teaching 1. Quezon
City, Manila: LORIMAR Publishing, Inc.
Let’s Check
Activity 1:
Explain the importance of lesson preparation.
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Activity 2:
Explain the different phases in lesson plan preparation.
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Activity 3:
Explain the three components of lesson plan.
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Let’s Analyze
Activity 1: Answer the following questions.
1. Differentiate constitutional aims from institutional aims.

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2. Do you agree that effective teaching does not just happen? Why?
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3 facts I learned from this section…

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2 ways I will use the information I learned…
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1 question I have…
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Questions & Answer List: In this part, you are encourage to write questions about
the topic. You may communicate these questions to your instructor/professor
through Quipper or any prescribed social media platform. After you get the answers
you may jot it down in the table below. This is to bridge the gap of learning between
vague concepts and your prior knowledge.
Do you have any question or clarification?

Questions/Issues Answers
1.
2.
3.
4.
5.
KEYWORDS INDEX
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Big Picture in Focus: ULO b. Explain what SMART objectives are
Metalanguage
In this section, the most essential terms relevant to formulating learning objectives
are operationally defined to establish a common frame of reference as to how the
texts work in your chosen field or career. You will encounter these terms as we go
through the study of writing learning objectives. Please refer to these definitions in
case you will encounter difficulty in understanding educational concepts.
Learning Objectives. These are brief, clear, specific statements of what

learners will be able to do at the end of the lesson as a result of the activities,
teaching and learning.
SMART. It is a mnemonic acronym, giving criteria to guide in the setting of

objectives. S- specific, M- measurable, A- attainable, R- relevant and T- time-
bound
Essential Knowledge
(3) weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are
not limited to exclusively refer to these resources. Thus, you are expected to utilize
other books, research articles and other resources that are available in the
university’s library e.g., ebrary, search.proquest.com etc.
Guiding Principles in Determining and Formulating Learning Objectives

1. “Begin with the end in mind,” says Covey, the author of “Seven Habits of
Effective People”. In the context of teaching, this means that we must begin our
lesson with a clearly defined lesson objective. With a clear and specific lesson
objective, we will have a sense of direction. With a definite lesson objective in
mind, we do not lose sight of what we intend to teach. No amount of far-fetched
question or comment from our students, no amount unnecessary interruption or
disruption can detail our intended lesson for the day.
With a specific objective, our lesson becomes more focused. We do not waste
nor kill time for we are sure of what to teach, how to teach, what materials to use.
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2. Share lesson objective with students. Like a seminar that begins with a
statement of purpose, our lesson ought to begin with a statement and clarification
of our lesson objective. Make known to our students our instructional objective
and encourage them to make the lesson objective their own. This lesson
objective when shared and possessed by our students will become their personal
target. It is against this personal target that they will evaluate themselves at the
end of the lesson. When our students set their own personal targets, we are
certain that they will become more self-motivated.
3. Lesson objectives must be in the two or three domains-knowledge

(cognitive) skill, (psychomotor) and values (affective). Our lesson maybe
dominantly cognitive, psychomotor or affective. Dominantly cognitive if it is meant
primarily for knowledge acquisition and dominantly psychomotor if it is intended
for honing of skills. Lesson objectives in the affective domain are mainly focused
on attitude and value formation. A cognitive or a skill lesson must always include
the affective dimension for wholistic learning.
A lesson objective that dwells on trivia is hardly a motivating force. What if a
student is able to identify the parts of a plant? What has that to do with him/her
and his/her life? In other words, a lesson is worthwhile if it gets connected to
everyday life, how the student is and ought to be concerned with it, what
difference it makes for a fuller existence.
We will find it very difficult sometimes to determine whether a lesson objective
is in the cognitive or psychomotor domain. When you face the difficulty, don’t let it
bother you. If we come to think of it even a dominantly cognitive lesson includes
teaching of skills, say for instance intellectual skills like reasoning and inferring.
Likewise, an intended lesson objective in the psychomotor domain such as “to
focus the microscope under low and high – power objectives in 30 seconds”
includes the cognitive element of knowing the parts and functions of each part of
the microscope and understanding the “do’s” and the “don’ts” in focusing a
microscope. Furthermore, a lesson objective geared towards the formation of
desirable attitudes and habits has definitely a cognitive base. We may not
succeed in effecting change in attitude and behavior in people (affective) without
explaining what the desired attitudinal and behavioral change is all about and
why such change is desired. (cognitive)
Anyway, what is most important according to this principle is that our lesson is
wholistic and complete because it dwells on knowledge and values or on skills
and values or on knowledge and values or on skills and values or on knowledge,
skills and values. If we teach only knowledge, this is incomplete for this may not
any way touch and bring about change in the learner. We may end up with more
head knowledge that is measured in test then completely forgotten after the test.
If we teach only skill unaccompanied by values, we may contribute to the
formation of people who will have all the skills to oppress, to abuse and to take
advantage of the unskilled and the unlearned. So, it is necessary that our lesson
gets direction from objectives in the two or three domains with the affective
domain always present.
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4. Work on significant and relevant lesson objectives. With our lesson

objective becoming our students’ lesson objective, too, our students will be self-
propelled as we teach. The level of their self-motivation all the more increases
when our lesson objective is relevant to their daily life, hence, significant.
5. Lesson objective must be aligned with the aims of education as

embodied in the Philippine Constitution and other laws and on the visions-
mission statements of the educational institution of which you are a part.
The aims of education as enshrined in our fundamental law of the land, in the
Education Act of 1982, the Ten-Year Medium Term Development Plan must be
reflected in the vision-mission statements of educational institutions must filter
down to the course objectives stated in course syllabi and in lesson objectives
laid down in lesson plans.
This means that the aims and goals of education as provided for in our laws
filter down to our lesson objectives. We have something to do with the attainment
of our broad aims of education. We can contribute very much to the realization of
our school’s vision and mission statements. Imagine what happens when our
lesson objectives are not in any way related to the goals of educational
institutions where we work.
6. Aim at the development of critical and creative thinking. This is said

more than done. We need not to go into a laborious research to be convinced
that the development of critical and creative thinking is wanting in classrooms.
Most questions asked whether oral or written are convergent, low-level questions.
If we want to contribute to the development of citizens needed to make
democracy, then we should include in our scope of questions high-level,
divergent, or open-minded questions. It must be good likewise not to frown on
students who question a lot – all for the development of critical and creative
thinking. Our teaching strategies and techniques must be such that they serve as
catalyst in the development of higher-order-thinking skills (HOTS) and creative
thinking skills. For this reason, the whole brain must be used for balanced
learning not just the left for critical thinking but also the right for creative thinking.
7. For accountability of learning, lesson objectives must be SMART, i.e.,

Specific, Measurable, Attainable, Result-oriented and Relevant Time-bound
and Terminal.
When our lesson objective is SMART, it is quite easy to find out at the end of
our lesson if we attained our objective or not. It will also be easier on our part to
formulate a test that is valid to measure the attainment of our lesson objective.
Moreover, our lesson becomes more focused for we have a concrete picture of
the behavior that our students should be able to demonstrate if we realized our
lesson objective.
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In short, SMART objectives increase our accountability for the learning of our
students. With SMART objectives we depart from the unsound practice of
teaching that is so spread out that in the end we find ourselves unclear on what
test we are going to give to assess learning. With SMART lesson objectives,
there is greater match between instruction and assessment. There is curriculum
alignment.
Criteria of Measurable Objectives

The goal is where we want to be. The objectives are the steps needed to get there.
Measurable objectives are the specific measures used to determine whether
or not the goal is successfully achieved. The objectives are instructions about what
the students are expected to do. Use verbs and include specific conditions that can
be used like how well or how many that describe to what degree the learners will be
able to demonstrate mastery of the task. Meyer (2003) described the characteristics
of SMART goals in Attitude Is Everything.
1. Specific. The first criterion stresses the need for a specific goal rather than a
more general on. This means the goal is clear and unambiguous, without
unnecessary trimmings. To make goals specific, they must tell a team exactly
what is expected, why is it important, who is involved, where is it going to
happen, and which attributes are important. A specific goal will usually answer
the five wh-questions.
2. Measurable. The second criterion stresses the need for concrete standard
criteria for measuring progress towards the attainment of the goal. If a goal is
not measurable, it is not possible to know whether a team is making progress
towards successful completion. Measuring progress may help a team stay on
track, reach its target dates, and experience the joy of achievement that
motivate learners to continue the effort required to reach the ultimate goal.
A measurable goal will usually answer questions, such as:
- How much?
- How many?
- How will I know when it is accomplished?
3. Attainable. The third criterion points out the importance of goals that are
realistic and attainable. While an attainable goal may need more effort for a
team in order to achieve it, the goal is not extreme. That is, the goals are
neither out of reach nor below standard performance, as these may be
considered meaningless. When important goals are identified, there must be
specific ways to attain them. One way is to develop the attitudes, abilities,
skills, and financial capacity to reach them.
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An attainable goal will usually answer the question: “How can the goal
be accomplished?”
4. Relevant. The fourth criterion stresses the importance of choosing goals that
matter. A bank manager’s goal to “make 50 peanut butter and jelly
sandwiches by 2:00 p.m.” may be specific, measurable, attainable, and time-
bound, but lacks relevance. Relevant goals are purpose-driven. They
make the team, department and organization forward. A goal that supports or
is in alignment with other goals would be considered a relevant goal. A
relevant goal can answer “yes” to these questions:
- Does this seem worthwhile?
- Is this the right time?
- Does this match our other efforts / needs?
- Are you the right person?
- Is it applicable in current socio-economic-technical environment?
5. Time-bound. The fifth criterion stresses the importance of formulating goals

within a time frame, giving them a target date. A commitment to a deadline
helps a team achieve and therefore complete the goal on or before the due
date. A goal criterion prevents goals from being overtaken by the day-to-day
crises that, most often than not, arise in an organization. A time-bound goal is
intended to establish a sense of urgency. A time-bound goal will usually
answer the questions:
- When?
- What can I do six months from now?
- What can I do six weeks from now?
- What can I do today?
The table below contains the characteristics of clear learning objectives:
Characteristic Description
Clearly stated tasks Free from jargon and complex vocabulary; describe specific
and achievable tasks (such as ‘describe’, ‘analyze’ or
‘evaluate’) NOT vague tasks (like ‘appreciate’, ‘understand’ or
‘explore’).
Important learning Describe the essential (rather than trivial) learning in the
goals course which a student must achieve.
Achievable Can be achieved within the given period and sufficient

resources are available.
Demonstrable and Can be demonstrated in a tangible way; are assessable;
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measurable achievement and quality of achievement can be observed.
Fair and equitable All students, including those with disabilities or constraints,
have a fair chance of achieving them.
Linked to course and Consider the broader goals - i.e., course, program and
program objectives institutional goals.
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Let’s Check
Activity 1:
Choose 3 guiding principles in determining and formulating learning

objectives. Explain each.
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Activity 2
Explain what SMART objectives are.
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Activity 1
What pedagogical benefits can you derive from formulating SMART
objectives?
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1.
2.
3.
4.
5.
KEYWORDS INDEX
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Big Picture in Focus: ULO c. Write appropriate behavioral objectives that

tap into the three domains of learning.
Metalanguage
Cognitive – It refers to mental skills (knowledge). This deals with the recall or
recognition of knowledge and the development of intellectual abilities and
skills.
Affective – It refers to feelings or emotional areas (attitude). It deals with the

development of attributes like genuine interest, desirable attitudes, values and
commitment as expected learning outcomes.
Psychomotor – It refers to physical skills. It deals with physical and

kinesthetic skills
Essential Knowledge
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Taxonomy of Objectives
With educational taxonomy, learning is classified into three domains
namely: (1) cognitive, (2) affective, and (3) psychomotor.
Benjamin Bloom (1956) led his group in coming up with the list of
instructional objectives in the cognitive domain. Arranged form lowest to the highest
level. They are as follows:
Knowledge or recall – It refers to acquisition of knowledge or the recall of facts,

concepts, and generalizations from an academic discipline. It means it is knowledge
of terminology and, conventions, trends and sequence, classifications and
categories, criteria and methodologies, principles, theories, and structures; e.g., to
identify the capital of the Philippines.
Comprehension – It relates to translation, interpretation, and extrapolation; e.g., to

interpret table showing the population density of the world.
Application- It is the use of abstractions in particular situations. It is taking

information that has been studied and understood at the previous levels and
applying concepts or generalizations to new situations;
Analysis – It refers to breaking a whole into parts; e.g., to deduce facts from a
hypothesis
Synthesis – It is related to putting parts together in a new form such as a unique
communication, a plan of operation, and a set of abstract relations; e.g., to produce
an original piece of art.
Evaluation – It refers to judging the value of material or ideas using decision-making
skills; e.g., to recognize fallacies in an argument.
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Bloom’s (left) and Andersons’s (right) Taxonomy

David Krathwohl (1964) and associates likewise came up with instructional
objectives related to interest, attitudes and feelings – the affective domain. These
include objectives from the lowest to highest level;
Receiving – awareness, willingness to receive, selective attention e.g., to listen
attentively during group presentation
Responding – requires active participation of learners and positive response to the
information by actively engaging in it
– acquiescence, willing response, feelings of satisfaction; e.g., contribute to
group discussion by asking questions
Valuing – displaying behaviors that are appropriate and considerate with values,
beliefs, and attitudes
– acceptance, preference, commitment; e.g., to argue over an issue involving
health care
Organization – concern with synthesizing different values, resolving conflicts
between values, and constructing and internally congruent value system
– conceptualization of values, organization of a value system; e.g., to organize
a meeting concerning a neighborhood’s housing integration plan
Characterization – behaving and ways consistent with espoused values
– generalized set of values, characterization or philosophy of life; e.g., to join a
rally in behalf of a noble cause
Anita Harlow (1972) did something parallel to what Bloom and Krathwohl did
for learning objectives in the psychomotor domain. Below is her list of objectives in
the psychomotor domain:
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Reflex movements – relate to reflexes; e.g., to contract a muscle

Fundamental movements – relate to walking, running, jumping, pushing, pulling,
manipulating; e.g., to run a 100-yard dash
Perceptual abilities – objectives relate to kinesthetic, visual, auditory, tactile, and
coordination abilities; e.g., to distinguish distant and close sounds
Physical abilities – relate to endurance, strength, flexibility, agility, reaction-
response time dexterity; e.g., to do five sit ups
Skilled movements – objectives relate to games, sports, dances, and the arts; e.g.,
to dance the basic steps of the waltz
Nondiscursive communication – expressive movements through posture,
gestures, facial expressions, creative movements; e.g., to act in a play. (Harlow,
1972)
Moore divides learning in the psychomotor domain into three levels – (1)
imitation, (2) manipulation, and (3) precision. At the entry level, imitation, a
student can carry out the rudiments of the skills with instructional support from
teacher. Most typically, this level follows modeling by the teacher and involves the
student’s first attempt to perform to skill. The skill is not performed smoothly, nor are
the coordination and timing refined. Examples of students performing at the imitation
level include a student is able to perform the skill independently, without the aid of
the instructor. During this phase of psychomotor learning, the student who is able to
perform the skill without prompts from the teacher or without consciously thinking
about it. However, complete fluency or accuracy has not been achieved.
At the level of precision – the highest level of the psychomotor taxonomy -
students can perform a skill accurately, efficiently, and effortlessly. Automaticity, the
ability to perform a skill with unconscious effort, has developed, which then frees the
students to concentrate on the other elements of the activity or games. Examples of
precision-level skills include: different notes with different levels of volume and pitch,
without consciously looking at her fingers.
Key Words for the Taxonomy of Educational Objectives:
Cognitive Domain Examples of infinitives Examples of

Taxonomy classification direct objects
1.0 Knowledge
1.1 Knowledge to specifics to define, to distinguish, to vocabulary terms,

acquire, to identify, to terminology, meaning(s),
recall, to recognize definitions, referents,
elements facts, factual
information, (sources),
(names), (dates), (events),
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(persons), (places), (time

periods), properties,
examples phenomena
1.2 Knowledge of ways To acquire, identify, to forms, conventions, uses,

and means of dealing with recall, to recognize usage, rules, ways,
specifics devices, symbols,
representations, style,
formats, actions,
processes, movements,
continuity, developments,
trends, sequences,
causes, relationships,
forces, influences, areas,
types, features, classes,
sets, divisions,
arrangements,
classifications, categories,
criteria, basics, elements,
methods, techniques,
approaches, uses,
procedures, treatments
1.3 Knowledge of to acquire, to identify, to principle, generalizations,

universals and recall, recognize propositions,
abstractions in a field fundamentals, laws,
principal elements,
implication, theories,
bases, interrelations,
structures, organization,
formulation
2.0 Comprehension
2.1 Translation to translate, to transform, meanings, samples,
to give in own words, to definitions, abstractions,
illustrate, to prepare, to representations, words,
read, to represent, to phrases
change, to rephrase, to
restate
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to interpret, to reorder, to relevancies, relationships,

2.2 Interpretation rearrange, to differentiate, essentials, aspect, new
to distinguish, to make, to views, qualifications,
draw, to explain, to conclusions, methods,
demonstrate theories, abstractions
to estimate, to infer, to consequences,

conclude, to predict, to implications, conclusions,
2.3 Extrapolation differentiate, to determine, factors, ramifications,
to extend, to interpolate meanings, corollaries,
effects, probabilities
to apply, to generalize, to principal, laws,

relate, to choose, to conclusions, effects,
develop, to organize, to methods, theories,
3.0 Application use, to employ, to abstractions, situations,
transfer, to restructure, to generalizations,
classify processes, phenomena,
procedures
to distinguish, to detect, to elements, hypothesis,

4.0 Analysis identify, to classify, to conclusions, assumptions,
discriminate, to recognize, statements of facts,
4.1 Analysis of elements to categorize statement of intent,
arguments, particulars
4.2 Analysis of to analyze, to contrast, to relationships,

relationships compare, to distinguish, to interrelations, relevance,
deduce relevancies, themes,
evidence, fallacies,
arguments, cause-effect,
consistency,
consistencies, parts,
ideas, assumptions
forms, patterns, purposes,

4.3 Analysis of to analyze, to distinguish, point of view, techniques,
organizational principles to detect, to deduce biases, structures, themes,
arrangements,
organizations
5.0 Synthesis structures, patterns,
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to write, to tell, to relate, to products, performances,

5.1 Production of unique produce, to constitute, to designs, works,
communication transmit, to originate, to communications, efforts,
modify, to document specifics, compositions
plans, objectives,
5.2 Production of a plan or to propose, to plan, to specifications, schematics,
proposed set of operations product/to design, to operations, ways,
modify, to specify solutions, means
phenomena, taxonomies,
5.3 Derivation of a set of to produce, to derive, to concepts, schemes,
abstract relation develop, to combine, to theories, relationships,
organize, to synthesize, to abstractions,
classify, to deduce, to generalizations,
develop, to formulate, to hypotheses, perceptions,
modify ways, discoveries
6.0 Evaluation
6.1 Judgements in terms of to judge, to argue, to accuracies, consistencies,

internal evidences validate, to assess, to fallacies, flaws, errors,
decide precision, exactness
6.2 Judgement in terms of to judge, to argue, to ends, means, efficiency,

external criteria consider, to compare, to economies, utility,
contrast, to standardize, alternatives, courses of
to appraise action, standards,
theories, generalizations.
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Let’s Check
Activity 1:
Explain the 3 domains…
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Activity 2:
Write 5 action verbs for each level in the cognitive domain
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Let’s Analyze
Activity 1: Formulate 3 SMART objectives in the 3 domains. Evaluate your objectives
with the help of the following questions?
1. Are the terms behavioral?

2. Are they SMART?
3. Are they relevant and significant?
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In a Nutshell…

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1.
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2.
3.
4.
5.
KEYWORDS INDEX
Big Picture B
a. Explain the guiding principles in the selection and organization of

content
b. Determine appropriate instructional approach with the given
objective/s.
Big Picture in Focus: ULO a. Explain the guiding principles in the

selection and organization of content
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Metalanguage
• Learning Objectives. These are brief, clear, specific statements of what

learners will be able to do at the end of the lesson as a result of the activities,
teaching and learning.
• SMART. It is a mnemonic acronym, giving criteria to guide in the setting of
objectives. S- specific, M- measurable, A- attainable, R- relevant and T- time-
bound
Essential Knowledge
Guiding Principles in the Selection and Organization of Content
1. One guiding principle related to subject matter content is to observe the

following qualities in the selection and organization of content:
• Validity. Content must be applicable to different situations, current trends and

issues, time and place. It must not show manifestations of bias. In teaching
the content, we ought to teach according to the national standards explicit in
the curriculum; it also means teaching the content in order to realize the goals
and objectives of the course.
• Significance. Content must be reflective of the current needs of the

community and the society in general. It must provide or offer solution to
pressing problems. A well-selected content can ensure that an educated
person knows the basics of our society and the information they need to
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recognize and understand. A well-selected content will lead to an educational

efficiency manifested by technically competent workers. Moreover, content
that passes the standards can offer the learner unifying experience about his
society, a broader perspective, and a broader horizon.
• Balance. Content but not be confined to a particular class, status, level, place
and person. It must not show bias. There should not be an exclusion of a
particular group or groups from representation. It must not assign rigid roles /
characteristics to all members of a group, individual attributes, and
differences. It must not present one interpretation of an issue, a situation, or a
group of people. Content regarding certain groups must not be physically a
visual fragment. Content includes not only facts but also concepts and values.
To observe the principle of balance, no topic must be extensively discussed at
the expense of the topics.
• Self-sufficiency. Content preparation should afford an opportunity for self-

learning. Language used provides better understanding. Description,
discussion, and illustrations are complete, interesting, and informative.
Content provides opportunity for visual learning. Visual are aptly chosen and
are functional and relevant.
• Interest. Content should be able to develop interest in the learner. Real facts
and life situations are made more meaningful.
• Utility. Content should provide the necessary information for knowledge and
skills acquisitions which could be utilized as the needs arise. It will teach
learners the much-needed values.
• Learnability. Language used must be simple, precise, and easily understood.

Graphics must provide for clearer explanation/ discussion of topics.
• Feasibility. It is the capability of being done with conditions as they are; likely
probable; capable of being used to meet objectives; and capable of meeting
success.
2. At the base of the structure of cognitive subject matter content is fact. We can’t
do away with facts but be sure to go beyond facts by constructing an increasingly
richer and more sophisticated knowledge base and by working out a process of
conceptual understanding.
Here are a few ways cited by cognitive psychologist (Ormrod 2000) by which you
can help your students:
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• Providing opportunities for experimentation. Our so-called experiments in

the science classes are more of this sort- following a cook book recipe where
student are made to follow step-by-step procedure to end up confirming a law
that has already been experimented on and discovered by great scientists
ahead of us instead of the students coming up with their own procedure and
end discovering something new. After teaching your students how to cook a
recipe following the procedures laid down in a cookbook, allow them to
experiment with mix of ingredients.
• Presenting the ideas of others. While it is beneficial for you to encourage

your students to discover principles for themselves, it will not jeopardize your
students if you present the ideas of others who worked hard over the years to
explain phenomena.
• Emphasizing conceptual understanding. Many a time, our teaching is

devoted only to memorization of isolated facts for purposes of examinations
and grade. When we teach facts only, the tendency is we are able to cover
more for our students to commit to memory and for you to cover in a test but
our teaching ends up skin-deep or superficial, thus meaningless. If we
emphasize conceptual understanding, the emphasis goes beyond facts. We
integrate and correlate facts, concepts and values in a meaningful manner.
The many facts become integrated into a less number concepts, yet more
meaningful and consequently easier to recall. When we stress in conceptual
teaching, we are occupied with less, but we are able to teach more
substantially. It is a case of “less is more”! This is precisely the emphasis of
the Basic Education Curriculum.
3. Subject matter content is an integration of cognitive, skill, and affective

elements.
While our subject matter content comes in three domains, these three
domains should not be treated as though there was a clear dividing line among
them. When our point of emphasis is the cognitive aspect, it does not mean that
we exclude skill. In the first place, our teaching of facts, concepts, theories and
laws necessitate the skill of seeing the relationships among these in order to see
meaning. Likewise, when our subject is focused on the thinking and manipulative
skills, our lesson content also has cognitive content. More so with the teaching of
values, for values have definitely a cognitive basis. If the values taught are
imbibed by the students, these are expressed in their daily behavior (skill). The
cognitive lesson may be used as a vehicle in the teaching of skills and values.
In short, subject matter content is an integration of facts, concepts, principles,
hypothesis, theories, and law, thinking skills, manipulative skills, values attitudes.
Planning Specific Learning Activities
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When planning learning activities, you should consider the types of activities
students will need to engage in, in order to develop the skills and knowledge
required to demonstrate effective learning in the course. Learning activities should
be directly related to the learning objectives of the course, and provide experiences
that will enable students to engage in, practice, and gain feedback on specific
progress towards those objectives.
As you plan your learning activities, estimate how much time you will spend on each.
Build in time for extended explanation or discussion, but also be prepared to move
on quickly to different applications or problems, and to identify strategies that check
for understanding. Some questions to think about as you design the learning
activities you will use are:
• What will I do to explain the topic?
• What will I do to illustrate the topic in a different way?
• How can I engage students in the topic?
• What are some relevant real-life examples, analogies, or situations that can
help students understand the topic?
• What will students need to do to help them understand the topic better?
Many activities can be used to engage learners. The activity types (i.e., what the
student is doing) and their examples provided below are by no means an exhaustive
list, but will help you in thinking through how best to design and deliver high impact
learning experiences for your students in a typical lesson.
Activity Type Learning Description
Activity
Interaction with content Drill and Problem/task is presented

practice to students where they are
asked to provide the
answer; may be timed or
untimed
Students are more likely to retain information Lecture Convey concepts verbally,
presented in these ways if they are asked to often with visual aids (e.g.
interact with the material in some way. presentation slides)
Quiz Exercise to assess the level
of student understanding
and questions can take
many forms, e.g. multiple-
choice, short-structured,
essay etc.
Student Oral report where students
presentation share their research on a
topic and take on a position
and/or role
Interaction with digital content Game Goal-oriented exercise that
encourages collaboration
Students experiment with decision making, and and/or competition within a
visualize the effects and/or consequences in controlled virtual
environment
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virtual environments Simulation Replica or representation of

a real-world phenomenon
that enables relationships,
contexts, and concepts to
be studied
Interaction with others Debate Verbal activity in which two
or more differing viewpoints
Peer relationships, informal support structures, on a subject are presented
and teacher-student interactions/relationships and argued
Discussion Formal/informal
conversation on a given
topic/question where the
instructor facilitates student
sharing of responses to the
questions, and building
upon those responses
Feedback Information provided by the
instructor and/or peer(s)
regarding aspects of one’s
performance or
understanding
Guest Feelings, thoughts, ideas
Speaker and experiences specific to
a given topic are shared by
an invited presenter
Problem solving and Critical thinking Case Study Detailed story (true or
fictional) that students
Presenting students with a problem, scenario, analyze in detail to identify
case, challenge or design issue, which they are the underlying principles,
then asked to address or deal with provides practices, or lessons it
students with opportunities to think about or use contains
knowledge and information in new and different Concept Graphical representation of
ways Mapping related information in which
common or shared concepts
are linked together
Real-world Planned set of interrelated
projects tasks to be executed over a
fixed period and within
certain cost and other
limitations, either
individually or
collaboratively
Reflection Reflection Written records of students’
journal intellectual and emotional
The process of reflection starts with the student reactions to a given topic on
thinking about what they already know and have a regular basis (e.g., weekly
experienced in relation to the topic being after each lesson)
explored/learnt. This is followed by analysis of
why the student thinks about the topic in the way
they do, and what assumptions, attitudes and
beliefs they have about, and bring to learning
about the topic.
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It is important that each learning activity in the lesson must be (1) aligned to the
lesson’s learning objectives, (2) meaningfully engage students in active,
constructive, authentic, and collaborative ways, and (3) useful where the student is
able to take what they have learnt from engaging with the activity and use it in
another context, or for another purpose.
Sequencing the lesson in an engaging and meaningful manner

Robert Gagne proposed a nine-step process called the events of instruction, which is
useful for planning the sequence of your lesson. Using Gagne’s 9 events in
conjunction with Bloom’s Revised Taxonomy of Educational Objectives aids in
designing engaging and meaningful instruction.
1. Gain attention: Obtain students’ attention so that they will watch and listen while the
instructor presents the learning content.
• Present a story or a problem to be solved
• Utilize ice breaker activities, current news and events, case studies, YouTube
videos, and so on. The objective is to quickly grab student attention and interest
in the topic
• Utilize technologies such as clickers, and surveys to ask leading questions prior
to lecture, survey opinion, or gain a response to a controversial question
2. Inform learner of objectives: Allow students to organize their thoughts regarding

what they are about to see, hear, and/or do.
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• Include learning objectives in lecture slides, the syllabus, and in instructions for
activities, projects and papers
• Describe required performance
• Describe criteria for standard performance
3. Stimulate recall of prior knowledge:

• Help students make sense of new information by relating it to something they
already know or something they have already experienced.
• Recall events from previous lecture, integrate results of activities into the current
topic, and/or relate previous information to the current topic
• Ask students about their understanding of previous concepts
4. Present new content: Utilize a variety of methods including lecture, readings,

activities, projects, multimedia, and others.
• Sequence and chunk the information to avoid cognitive overload
• Blend the information to aid in information recall
• Bloom's Revised Taxonomy can be used to help sequence the lesson by helping you
chunk them into levels of difficulty.
5. Provide guidance: Advise students of strategies to aid them in learning content

and of resources available. With learning guidance, the rate of learning increases
because students are less likely to lose time or become frustrated by basing
performance on incorrect facts or poorly understood concepts.
• Provide instructional support as needed – as scaffolds (cues, hints, prompts) which
can be removed after the student learns the task or content
• Model varied learning strategies – mnemonics, concept mapping, role playing,
visualizing
• Use examples and non-examples
6. Practice: Allow students to apply knowledge and skills learned.

• Allow students to apply knowledge in group or individual activities
• Ask deep-learning questions, make reference to what students already know or have
students collaborate with their peers
• Ask students to recite, revisit, or reiterate information they have learned
• Facilitate student elaborations – ask students to elaborate or explain details and
provide more complexity to their responses
7. Provide feedback: Provide immediate feedback of students’ performance to assess

and facilitate learning.
• Consider using group / class level feedback (highlighting common errors, give
examples or models of target performance, show students what you do not want)
• Consider implementing peer feedback
• Require students to specify how they used feedback in subsequent works
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8. Assess performance: To evaluate the effectiveness of the instructional events, test

to see if the expected learning outcomes have been achieved. Performance should
be based on previously stated objectives.
• Utilize a variety of assessment methods including exams/quizzes, written
assignments, projects, and so on.
9. Enhance retention and transfer: Allow students to apply information to

personal contexts. This increases retention by personalizing information.
• Provide opportunities for students to relate course work to their personal experiences
• Provide additional practice
Store
• Gagne, R. M., Wager, W.W., Golas, K. C. & Keller, J. M (2005). Principles of
Instructional Design (5th edition). California: Wadsworth.
Let’s Check
Activity 1:
What are the qualities in the selection of content? Explain each.
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Let’s Analyze
Choose a topic and write appropriate objectives for it. Prepare at least 3
learning activities that you think are suited for the objectives
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Activity 2:
Explain the process of sequencing lesson.
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Activity 3:
How does the subject matter content determine the formulation of objective?
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In a Nutshell…
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Big Picture in Focus: ULO b. Determine appropriate instructional

approach with the given objective/s.
Metalanguage
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skills.


kinesthetic skills
Essential Knowledge
Determining Appropriate Instructional Approaches and Methods
Learning is enhanced and made effective through proper selection of

instructional approaches and methods. The teacher selects the best approach which
will work well for him and the learners. He employs a variety of approaches and finds
out what best fits his personal style. Variety of approaches is essential to successful
teaching. Constant use of particular approach becomes boring on the part of the
learners. Determining appropriate instructional approaches is anchored on how well
the chosen methods will meet the instructional objectives.
Different Approaches and Methods
• Teaching approach. This refers to one’s own person philosophy of teaching;

his understanding of the nature of education; and the roles of the teacher, the
student, the administration, and the parents. To be an effective teacher, one
does not need to be authoritarian or autocratic. What works best is for the
teacher to develop a sense of trust and familiarity with his students and
become an educating, leading friend who is always ready to help. The
personal teachings approaches change through time and vary according to
the type of students.
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• Teaching method. This is an organized, orderly, or systematic, well-planned

procedure. It includes steps to follow to achieve the objectives of instruction.
The approaches and methods under the direct / expositive instruction are as
follows:
- Direct instruction. In this method, the teacher provides information,
facts, rules, action sequences, and uses three of Bloom’s taxonomy:
knowledge, comprehension and application. He uses a common form
which is lecture-recitation with explanations, examples, and
opportunities for practice and feedback. There is a formal arrangement
of the classroom to facilitate recitation and assessment during practice.
- Expository instruction. This is a teaching strategy where the teacher
presents the students with the matter with accompanying rules and
examples for illustration. The teacher expounds on the subject through
illustration or use of visuals application and historical information. The
lesson or subject matter in this strategy can be viewed from different
perspectives.
Expository instruction involves a number of steps:

(1) Approach. The teacher establishes the correct mindset of students.
He may choose to recapitulate past lessons and point out their
relations with the present.
(2) Presentation. In the process of explaining, the teacher applies
effective devices to make the explanation clear and
understandable. Example of devices: diagrams, graphs, flat pictures
and illustrations.
(3) Application. The teacher tries to find out how well the lesson is
absorbed by the students. It can come in the form of a test or a
group project which is a cooperative endeavor, applying what had
been learned.
• Deductive approach (Bilash 2011). A deductive approach to instruction is

more teacher-centered approach. The teacher gives the learner a new
concept, explains it and then ask them to practice using concepts. For
example, when teaching a new grammar concept, the teacher introduces the
concept, explains the rule related to its use, and finally ask them to practice
using the concept in a variety of different ways.
According to Bob Adamson (2003), “The deductive method is often
criticized because: (a) grammar is taught in isolation, (b) little attention is paid
to meaning and (c) practice is often mechanical.” This method can, however,
be a viable option when dealing with highly motivated learners, teaching a
particularly difficult concept, or for preparing them to write exams.
Steps in deductive method:
(1) Introduction. Are you aware of the recent plan to change the
Constitution?
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(2) Statement of general idea. an effective paragraph has four requisites:

unity, coherence, organization and grammatical correctness. Unity means
the paragraph is of a singular thought or idea. Coherence involves
sentences that are closely related to each other and are linked together by
transitional devices. Organization includes concepts that are well
organized and follow an order whether chronological or spatial.
Grammatical correctness means the paragraph is devoid of errors in
grammar, particularly in agreement and tense.
(3) Illustration. Read the sample paragraph and find out the specific method
of development used.
(4) Evaluation. Analyze the paragraph, the topic sentence and rewrite the
sentence and rewrite method of development used.
• Demonstration method. One popular teaching method is by demonstration.

This is applicable to any number of subjects, including writing, art, and even
sports. In most instances, many learners find it useful to watch a
demonstration prior to trying it themselves. When learning a new skill, it is
especially important that they start out the right way. For example, when
teaching young children how to write letters, the teacher may write the letter a
few times on the board so they can see how writing should be done.
Demonstration method allows learners the opportunity to understand,
learn, and appreciate a particular subject matter demonstrated by the teacher.
Demonstration entails the use of actual tools, machine and materials needed.
Steps in the Demonstration Method:
(1) Purposing. The students decide what particular learning task to
accomplish with the teacher allowing them to decide on their own.
(2) Planning. This phase includes setting of directions, what objectives to
formulate, whom to deal with, how to accomplish the task, and when to
finish. A target time and date for completion is set for the person / workers
involved.
(3) Demonstration proper. This phase is the preparation of the materials
needed for the demonstration lesson which includes the physical
arrangement of the classroom.
(4) Executing. This phase asks the students to repeat what was
demonstrated to them with the guidance of the teacher.
(5) Evaluating. This is intended to assess the students’ ability in following
instructions and in coming up with a result that will be very close to the one
demonstrated.
Guided / Exploratory Approach
The approaches and methods under the guided / exploratory instruction are
divided into process-oriented methods and cognitive-oriented methods (Rieber 1996)
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Exploratory learning is based on constructivist theories of learning and

teaching. In the discovery learning, there is student interaction with the world through
the exploratory and manipulation of objects, wrestling with questions and
controversies, or performance of experiments. As a result, learners may be more like
a transmissionist model. Models that are based upon discovery learning cased-
based learning, incidental learning, among others.
According to Rieber (1996), all exploratory learning approaches are based on
the following four principles:
1. Learners can and should take control their own learning.

2. Knowledge is rich and multidimensional.
3. It is possible for learning to feel natural and uncoaxed, that is, it does not have
to be forced or contrived.
There are different kinds of tools to exploratory learning. Examples are
MicroWorlds, Hypertexts, and some forms of games and simulations.
• Process-oriented methods. A Process-Oriented Guided Inquiry Learning

(POGIL) classroom or lab consist of any number of students working in small
groups using designed guided inquiry materials. For these materials, students
get data or information followed by leading questions designed to guide them
toward the formulation of their own valid conclusions. This is essentially a
recapitulation of the scientific method. The instructor serves as a facilitator,
who observes and periodically addresses individual and classroom-wide
needs.
POGIL is an example of a research-based learning environment.
Students actively engage in mastering course content and developing
essential skills by working in self-managed teams on guided inquiry activities.
It is both a classroom and laboratory technique that seeks to simultaneously
teach content and key process skills which include the ability to think
analytically and work effectively as part of a collaborative team.
Process-oriented method is a step-by-step acquisition of knowledge
and skills. Learners are actively engaged in activities designed to develop
specific learning competencies. It was used before for science instruction only
but today, even skill-oriented subjects make use of this approach.
The process approach involves three major considerations:
(1) The process emphasizes how to learn and not what to learn.
(2) It stresses the need for functional / relevant transfer of knowledge.
(3) It is concerned with development of the intellect.
• Inductive method (Bilash 2011). In contrast with the deductive method,

inductive instruction makes use of the student “noticing” instead of explaining
a given concept followed by explanation through examples, which shows how
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the concept is used. The purpose is for the student to “notice” by way of the
examples how to concept works.
Using the grammar situation as an example, the teacher would present
the students with variety of examples for a given concept without giving
definite rule on how the concept is used. As they see how the concept is
used, it is hoped that they will notice how the concept is used then determine
the grammar rule. The activity may be concluded by asking them to explain
the grammar rule as a final check if they understand the concept.
Noticing is the process of learners, becoming aware of something in
particular. Noticing can be used to teach a grammar concept when students
are given examples, and they come to understand the rule by noticing what
those examples have in common. In a more general classroom situation,
noticing can be used in many ways:
(a) When teachers speak at a more advanced level, they give the students
constant opportunities to notice the differences between the teacher’s
speech and theirs. This helps each student become aware of the
differences at his own pace.
(b) Teachers can provide students with opportunities for noticing simply by
putting posters up in the classroom in the target language. When the
students are ready, they will notice the difference.
(c) Language ladders are also used to promote students’ noticing skills. Once
they understand what each rung on the ladder means, they can
understand how to put them together and how they differ.
Steps in Inductive Method:
(a) Preparation. The first step which includes the preliminary things to be used
by the teacher at the start of the lesson, such as drill or review and motivation.
Example: “It is a certainty that you are reading the newspapers and watching
even the late news on television. You must be knowledgeable about the issue
on Constitutional change.”
(b) Presentation. This is actually the start of the lesson proper. The teacher
gives specific cases or problems to be investigated. Example: “Class, this is a
copy of the 1987 Constitution which provides for a republican system of
government.”
(c) Comparison and abstraction. Analytical questions are raised like “How do
you differentiate republican system from parliamentary system?” “What are
their salient features?” or “In what aspects do they differ?”
(d) Generalization. The teacher and learners decide on some common
concepts, principles, or law derived from the lesson. Example: “Why is the
republican system more responsible to the needs of the people?”
(e) Application. The last and final step of the method states the personal
preference. Example: State your personal preference for the system and
explain your choice.”
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Both deductive and inductive sequences are important in teaching concepts,

generalizations, processes, and skills. The teacher must make a choice with
reference to the learning outcomes desired and the composition of the class. The
choice, however, should consider a number of factors (Bilash 2011, as modified by
the Authors):
(a) How personalized should the learning be? Students are usually more involved
in the learning experience and tend to participate more actively when
inductive approach is used. If deductive approach is chosen, the learning
experience must be structured to be able to draw on students’ prior
experiences and learning, and to provide for their active involvement.
(b) Should learning experiences be predictable? The deductive approach is more
predictable because the teacher selects the information and the sequence of
presentation.
(c) What depth of understanding and degree of retention are desired? Students
tend to understand and remember more when learning occurs inductively.
(d) How much time is available to teach the material? The deductive approach is
faster and more efficient to teach a large number of facts and concrete
concepts.
There is a tendency for instructional methods to be either deductive or
inductive, but some methods use both. Many lessons can include both approaches.
• Inquiry method (University of Saskatchewan – College of Education n.d.)

Inquiry as a teaching method has its roots from Social Studies teachers. Students
were given data from different countries and asked to analyze the data to make
generalizations and predictions about the people of the countries. Inquiry is term
used broadly to refer to everything from pseudo-experiments where the teacher
has the students reify (make real or concrete, materialize) already taught
concepts to one in which they have virtually total control.
Inquiry as an approach searches for the truth, information, or knowledge
through research through research and investigation. It seeks information by
asking questions. It is also a search for solution to a problem using exploration
and evaluation of alternatives. The focus is on using and learning content as a
means to develop information-processing and problem-solving skills. The system
is more student-centered, with the teacher acting as a facilitator of learning. What
is more emphasized is “how we come to know” and less on “what we know.”
There is active involvement of students in the construction of knowledge. The
more interested and engaged the students are, the easier they construct in-depth
knowledge. Learning becomes almost effortless when a lesson fascinates the
students and reflects their interest and goals from it.
Misconception regarding inquiry-based learning relates when to do inquiry.
Inquiry is not only confined in laboratory or group work – it can also be done in
lectures that provoke students to think and question.
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Teachers often discount the fact when they giving talks or lectures to
students. The students, if engaged, apply listening and observing skills using
their senses. Powerful inquiry models tend to serve the purpose when teachers
focus more on “how students come to know.” To achieve this is to prevent
evidence on information and encourage questioning, thus providing for a
collaborative meaning-making situation.
For example, discussion of the subject matter should not only include the
“what” but also focus more on the “why” and “how” of the content under study. To
enhance inquiry learning, the teacher should present evidence so that a more
effective understanding of the nature and cause of subject content is achieved.
• Laboratory (Villanueva 2013). Laboratory method is defined as a teaching

procedure that uses investigation and experimentation. This is used not only
in the physical sciences, but also in-home economics and manual arts. It is a
teaching procedure that uses experimentation apparatus and materials to
discover or verify facts and to study scientific relationship.
Laboratory method may be:
(a) Experimental – aims to train pupils in solving through incidental
acquisition of information and motor skill. Emphasis is on discovery
original procedure, analysis, and solution to problems.
(b) Observational – acquires facts which are the dominant aim of laboratory
method. Facts can be acquired through activities, such as visiting
museum, exhibits, and art galleries; watching demonstration; listening to
lectures; viewing films; and going on field trips.
Steps in laboratory method:

(a) Orientation and motivation. The teacher orients the students about the
specific tasks and motivates as well to encourage active participation.
(b) Work period. The teacher supervises the student who are divided into work
groups. It aims to provide them the opportunity to use tools for learning and
gain new experience from it.
(c) Culminating activities. A discussion participated in by the members of the
group follows to organize the findings. This can be done through reporting,
presenting materials through illustration, and exhibiting projects done or
accomplished.
Learning by doing:
Impressions through several senses make learning more effective.
Undergoing actual experience is more vivid. It is a direct preparation for life.
Uneconomical way of learning becomes mechanical at times. The expensive
materials sometimes do not justify results. Loss of time occurs due to indiscriminate
overuse of the method.
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• Problem solving (Teacher Vision n.d.). Problem solving is the ability to

identify and solve problems by applying appropriate skills systematically. It is
a process – an ongoing activity which starts from “what is known” to discover
“what is not yet known.” It involves overcoming obstacles by generating
hypotheses, testing those predictions, and arriving at satisfactory solutions.
Problems-solving involves three basic functions:
(a) Seeking information
(b) Generating new knowledge
(c) Making decision
Problem solving is, and should be, a very real part of the curriculum. It
presupposes that students can take some of the responsibility for their own learning.
They also take personal action to solve problem, resolve conflicts, discuss
alternatives, and focus on thinking as a vital element of the curriculum. Further, the
process provides them with opportunities to use their newly acquired knowledge in
meaningful, real-life activities and assists them in working at higher levels of thinking.
Steps in Problem Solving:
(a) Sensing and defining problem

(b) Formulating hypotheses
(c) Testing for hypothesis (done by doing conducting and experiment,
gathering and collating data through surveys)
(d) Analysis and interpretation of evaluation of findings
(e) Formulating conclusion
How effective is the problem-solving method? This method is found effective in the
opportunity it provides in the development of desirable attitudes, such as critical
thinking and independence of mind, open-mindedness, and a sense of responsibility
which are all vital in an independent study.
Guidelines for an effective solving include the following:
(a) Problem must be clear and concise.
(b) Problem is adapted to the age, interest, skills of the student.
(c) Use cooperative learning to ensure a more active participation of group
members.
(d) Furnish leading questions in every step to monitor progress of the
undertaking.
(e) Prepare supplementary materials to substitute for materials that are
not available.
(f) See to it that the process or procedure is done correctly and well.
(g) Set criteria for evaluation.
• Project method. Project teaching of teaching according to Kilpatrick (1918) is
a whole-hearted purposeful activity proceeding in a social environment.
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Venkateswarlu, Basha, and Rao (2004 & 2007) cited the definition of
Stevenson (1908), “A project is a problematic act carried to completion in its
natural setting.” They likewise quoted Ballard’s definition: “Projects is a bit of
real life that has been imparted into the school.”
The method involves the application of a principle or concept which
result from a group activity or an individual’s effort. This is also called “self-
directed” study. Students learn by doing where they do not only acquire
knowledge but also skills.
Effectiveness of the project method is as follows:
(a) Project is reflective of the amount of understanding the student have
for the concept developed.
(b) It provides avenues for self-expression and creativity
(c) It develops desirable attitudes like resourcefulness, cooperation,
independent judgement, industry, and responsibility.
(d) Group projects enhance cooperation and sharing of ideas.
Guidelines of the project method:
(a) Set clear objectives for evaluation.
(b) Encourage the use of available local materials.
(c) Assign projects according to the interest and ability of the students.
(d) Provide minimal supervision to set directions and monitor progress.
(e) Projects must not be duplications of previously done output of
students.
Steps in project method:

(a) Purposing. The teacher must consider the needs, abilities, and
interest of the learners.
(b) Planning. When activities are planned by the students, they do their
parts willingly and cooperatively.
(c) Executing. Carrying out or implementing activities as planed and
envisioned by the class.
(d) Evaluating. The finished product must be displayed or assessment by
both teacher and students. This is a good opportunity to develop the
critical thinking ability of the students. They should be trained,
however, to look for the positive aspects of the displayed products.
Principles of project method:
(a) Principle of purposefulness. One of the most important principles of project

method is the principle of purposefulness. The essential aspect in
purposefulness is that students and faculty have to work together on
commonly defined aims. The students have to be actively involved in
developing those aims with the involvement of the parents.
(b) Principle of utility. The principle of utility takes actions or behaviors as right
insofar as they promote happiness or pleasure. Hence, utility is a teleological
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principle. This once again raises some of the same basic issues associated
with hedonism, as discussed in teleological theories. From the hedonist
perspectives, a good life consists solely in the pursuit and experience of
pleasure or happiness. The feelings of pleasure and pain are biological events
involving our central nervous system, which are controlled by the cerebral
cortex. People obviously experience pleasure when performing certain acts
that fulfill biological functions, such as eating, drinking, and having sex.
Pleasure is also experienced when performing certain intellectual activities,
such as reading a philosophy textbook, playing guitar or drawing a picture.
Sometimes, but not always, there is pleasure when doing the right thing.
Conversely, there is pain when these functions are left unfulfilled. (Mallick
n.d.)
(c) Principles of planning. A project can be used to purposely arouse interest
through topics that blend school life with the outside world. It makes the
students independent and gives them real work experience, thus also
developing responsibility and other social qualities and synergism in their
heart. This is where they start to organize and plan things in order. In any kind
of investigation, proper planning and organization works should be conducted
by the teacher and the students.
(d) Principle of freedom. Students are at liberty to execute the projects in
accordance with their interest and abilities, because in doing so, they get their
psychological needs satisfied to a considerable extend.
(e) Principles of activity. With this method, student engage in activity that
develops coordination of their mind and body. Through this method, the
teacher can lead a well-balance development of the students.
(f) Principle of reality. Through this method, science teaching in particular can
be done with considerable success, as science is a practical subject, and this
method also scientific and practical in nature. The selected project / topic
correlates with the real problems of life which students confront in their
everyday life. This is why they find it quite interesting to sort out such
problems. Through the information gained, they are also able to solve their
own life problems independently and effectively.
(g) Principle of social development. This method helps in promoting social
interaction and cooperation among the students as they work in a group and
interact with various persons for gathering information. As the student works
in full agreement of the social needs, he gets molded in accordance with the
social needs of the society. This method develops in the students a sense of
social cooperation and responsibility by which they become responsible
citizens in the future.
Advantages of project method:
Project method is a method of teaching that is grounded on the

psychological laws of learning. It is student-centered and activity-based. This method
develops the problem- solving ability of the students. It imbibed the spirit of
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cooperation as it is a cooperative venture. It stimulates interest in natural, as well as

in man-made situations. It develops self-confidence and self-discipline and the spirit
of inquiry.
Limitation of project method:
It is time consuming and very costly since it involves tours, excursions,
purchase of apparatus and equipment, among others. All topic cannot be taught by
this method, and it is not applicable schools. In fact, good textbooks on these lines
have not yet been produced. The method of organizing instruction is unsystematized
and thus the regular timetable of work will be upset. Sometimes, the projects may be
too ambitious and beyond the students’ capacity to accomplish.
Cognitive theories of learning are concerned with processes which occur
inside the brain and nervous system as a person learns. They view this method from
the perspective that people actively process information, and learning takes place
through the efforts of the learner. It focuses on internal mental processes that include
inputting, organizing, storing, retrieving, and finding relationships between
information. New information is linked to old knowledge, schema, and scripts.
(Merriam & Caffarella 1991)
All the various cognitive approaches emphasize how information is
processed. Early efforts on organized cognitive theories started in the late 1900’s but
these were superseded by the behaviorist work being done at the time. It was not
until the years after World War II that cognitive theories began to find their strength.
(Merriam & Caffarella 1991)
• Cognitive-oriented method. This is a method that emphasizes the

development of thinking
skills, also referred to as “Thinking Operations.” The thinking skills that should
be taught directly are interpreting, comparing, criticizing, classifying,
analyzing, summarizing and creating. By giving higher order questions,
students are made to think, analyze and evaluate.
(1) Metacognitive. A method that requires students not only to acquire thinking
skills, but monitor, and control their commitment and attitude during the
learning process. It offers opportunity for creative thinking whereby students
are able to harness potential at their best, push their own limits, adapt new
situations as they focus on the task intensely.
(2) Constructivism. This method regards the learner as the core of the learning
process. He is at the center of the educational stage.
- In Constructivism, teacher builds knowledge, taking into consideration
what prior knowledge the student has acquired slowly gives cues,
penetrating questions, and then set of activities where student insight
can be challenge.
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- It is likewise considered as a social process which learners construct

meaning through the “interaction” of prior knowledge and has learning
events.
(3) Reflective Teaching. As the term “reflect” denotes, this method affords the
students to reflect on their own experiences to give new meaning to them.
The teacher’s role is to guide a student go about analyzing and formulating
new concepts that can apply to new learning situations.
• Structure-oriented methodologies. There is a need to provide productive

learning environments which involve motivating learners to participate in and
persist with academic task.
For that matter, teachers set conditions for allocating time, managing
classroom groups, applying varied teaching strategies like cooperative
learning peer group, partner learning, and inductive learning. Such learning
strategies will influence plans and resource allocation decisions.
Other facets of structured learning include allocating time for
individuals and groups of students, comparing student groupings, organizing
daily, weekly, and term schedules, and executing learning activities and
events.
(1) Cooperative learning. Cooperative learning is the process of breaking a

classroom of students into small groups so they can discover a new concept
together and help each other learn. Cooperative learning is based on group
work, but it’s also so much more than that. The core element of cooperative
learning is to showcase the positive effects of interdependence while
underlining the importance of personal responsibility. This happens naturally
in cooperative learning since students work with one another, but they all
have a different task to accomplish or concept to explain. As a bonus, your
students are being social while they’re working in cooperative learning. That
could be an advantage or disadvantage for you, depending on the class.
Regardless, the experience of working socially can help students with soft
skills, which is a nice bonus to cooperative learning in general.
Five basic elements of cooperative learning:

(a) Positive interdependence. This means the group has a clear task or goal so
everyone knows they sink or swim together. The efforts of each person
benefit not only the individual, but also everyone else in the group. The key to
positive interdependence is committing to personal success as well as the
success of every member of the group.
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(b) Face-to-face interaction. This means that students promote each other's
success by sharing resources. They help, support, encourage, and praise
each other's efforts to learn. Both academic and personal support are part of
this mutual goal.
(c) Individual accountability. The group is accountable for achieving its goals,
and each member must be accountable for contributing a fair share of the
work toward the group goal. No one can "hitchhike" on the work of others. The
performance of each individual must be assessed and the results given back
to the group.
(d) Social skills. Interpersonal and small group skills are required to function as
part of a group. These are basic teamwork skills. Group members must know
how to - and be motivated to - provide effective leadership, make decisions,
build trust, communicate, and manage conflict.
(e) Group processing. Group members need to feel free to communicate openly
with each other to express concerns as well as to celebrate accomplishments.
They should discuss how well they are achieving their goals and maintaining
effective working relationships.
(2) Peer-mediated. Is a classroom-based practice where students work in pairs to
complete activities. One student (tutee) provides overt responses while the other
student (tutor) provides immediate corrective feedback, clarification of concepts,
or further instruction. Peer tutoring may come in the following arrangements:
(a) Instructional peer tutoring. There is an age difference between the tutor and
the tutee. the older helping the younger on a one-to-one encounter or on one-
to-group basis.
(b) Same age tutoring. Children are supposed to be interactive, working in pairs
with the more equipped, assisting the less abled.
(c) Monitorial tutoring. The monitor acts as the leader for the class divided into
groups. He assists the teacher in supervising the work of the groups.
(d) Structural peer tutoring. There is a definite procedure to follow, materials
are structured and are administered by trained tutors.
(e) Semi-structured peer tutoring. A combination of structure and unstructured
tutoring where the tutor teaches according to established learning guidelines.
Possibility of revisions or modification of the learning guide is allowed.
As a program and a process, students of the same age-group facilitate
resolving disputes between two people or small groups in peer mediation setting.
This process has been proven effective in changing the way students understand
and resolve conflict in their lives. Changes include improved self-esteem, listening
and critical thinking skills, and school climate for learning, as well as reduced
disciplinary actions and less bullying. These skills are transferable outside of the
classroom. (Study Guides and Strategies 2011)
The process is said to be voluntary for both sides. Peer mediators do not
“make decisions” but rather work toward a win-win resolution for both sides in order
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to avoid misunderstanding. With regard to discipline, administrators incorporate a

conflict resolution process in the strategies as well.
It is important that peer mediators be trained and monitored since they

often lack maturity and experience when it comes to conflict management and
negotiation skills. The strategies include role-playing, problem-based learning, and
active learning. If possible, workshops should be conducted away from school to
minimize distraction.
(3) Partner learning. There are students who do not feel comfortable speaking out
before a big audience or even before their classmates. In this method, they are
paired, usually with whom they are familiar with and made to share their views /
opinions about a particular issue or lesson at hand. They are allowed to write their
opinion and share it with their partner, after which, volunteers are called to state
orally their answer to the class.
Peer partner learning is a collaborative process in which students
experience learning from and with each other for individual purposes. Students
gather and reflect upon previously taught material by helping peers to learn and, at
the same time, develop and hone their social skills. When they work together, they
work as partners, one functioning as the “doer” and the other as the “helper”. The
doer performs a task or answers questions; the helper observes and provides
feedback and helps provide information. The doer is the student while the helper
takes on the role of a teacher. Partner, however, can reverse roles.
(4) Inductive learning. A kind of learning method that allows learning to arrive to
generalization after starting from the specifics.
Inductive learning gives way to learning through examples. This type of
learning makes use of specific examples for activities to show how a particular
concept works. It relies on the student’s ability to notice the pattern emerging within
the examples. By so doing, students are able to create picture in their memory. This
makes remembrance easy.
Inductive reasoning is the logical process of examining given information
and creating a general rule, thereby arriving at a correct answer. The difference
between inductive and deductive learning is deduction starts with general principles
and moves to specific conclusions while induction starts with specific observation
and moves to general principles.
Store
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Let’s Check
Activity 1:
Which approaches / methods are more direct? What are their features?
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Activity 2:
Which approaches are more indirect and exploratory in nature? What are their
distinguishing features?
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Let’s Analyze
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What pedagogical advantage do the exploratory approaches have over those

of the direct approaches?
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Activity 2:
Is there such a thing as best method?
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In a Nutshell…

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___________________________________________________________________
___________________________________________________________________
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Big Picture C
a. Explain the implications of the principles of the selection and use of

teaching strategies
b. Design appropriate assessment
Big Picture in Focus: ULO a. Explain the implications of the principles of

the selection and use of teaching strategies
Metalanguage
skills.

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kinesthetic skills
Essential Knowledge
Selection and Use of Teaching Strategies.
Guiding Principles in the Selection and Use of Teaching Strategies

Here are some guiding principles in the selection and use of appropriate teaching
strategies:
1. Learning is an active process. This means that we have to actively engage the
learners in learning activities if we want them to learn what we intend to teach.
We have to give our students opportunities to participate in classroom activities.
We have to give varied activities to our students for "hands-on-mind-on" learning.
2. The more senses that are involved in learning, the more and the better the
learning. "Humans are intensely visual animals. The eyes contain nearly 70
percent of the body's receptors and send millions of signals along with optic
nerves to the visual processing centers of the brain... We take in more
information visually than through any of the other sense" (Wolfe, 2001) This
implies the use of a teaching methodology that makes use of more visual aids
(thus the term A-V aid which means audio-visual) however, is far more effective.
Most effective, of course, is the use of a combination of the three or more senses,
Thus the term "multi-sensory aids."
3. A non-threatening atmosphere enhances learning. A non-threatening and

conducive classroom atmosphere is not only a function of the physical condition
of the classroom but more a function of the psychological climate that prevails in
the classroom. The physical classroom condition includes proper lightning,
ventilation, order, tidiness, painting of the room. The psychological climate is an
offshoot of our personality as a teacher, our rapport between us and our
students/pupils, the relationship between and among us teachers and among our
students.
The psychological climate may be more potent in its influence on teaching -
learning, than the physical climate. If we really care for the learning of our
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pupils/students, we cannot ignore the creation of a psychological atmosphere that

is supportive of learning.
4. Emotion has the power to increase retention and learning. We tend to

remember and learn more those that strike our hearts! In fact, the more
emotionally involved our students become in our lesson the greater the impact.
The more intense the arousal, the stronger the imprint. Then let us not feel afraid
to bring in emotion into our classrooms. Let us add an emotional touch to
learning. Without the emotional dimension, our subject matter will remain cold
and lifeless.
5. Learning is meaningful when it is connected to students’ everyday life.

Abstract concepts are made understandable when we give sufficient examples
relating to the students’ experiences. The meaningfulness and relevance of what
we teach is considerably reduced by our practice of teaching simply for testing.
6. Good teaching goes beyond recall of information. Good thinking concerns

itself with higher-order-thinking skills to develop creative and critical thinking.
Most teachings are confined to recall of information and comprehension. Ideally,
our teaching should reach the levels of application, analysis, synthesis, and
evaluation to hone our students’ thinking skills.
7. An integral teaching approach is far more effective than teaching isolated

bits of information. Corpuz and Salandanan (2003) claim that an instructional
approach is integrated when it considers the multiple intelligences (MI) and varied
learning styles (LS) of students.
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https://classroom20.com/forum/topics/problem-solving-
frameworks?groupUrl=inquirybasedlearning&commentId=649749%3AComment%3A490667&xg_source=activity&groupId=649
749%3AGroup%3A490015
Brain-Base Strategies
1. Involving students real-life or authentic problem solving

2. Using projects to increase meaning and motivation
3. Simulations and roleplays as meaning makers
4. Classroom strategies using visual processing
5. Songs, jingles and raps
6. Mnemonic Strategies
7. Writing strategies
8. Active review
9. Hands-on-activities
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Store
Let’s Check
Activity 1:
Which approaches / methods are more direct? What are their features?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 2:
Which approaches are more indirect and exploratory in nature? What are their
distinguishing features?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Let’s Analyze
What pedagogical advantage do the exploratory approaches have over those

of the direct approaches?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 2:
Is there such a thing as best method?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
In a Nutshell…

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Big Picture in Focus: ULO b. Design appropriate assessment
Metalanguage
skills.

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kinesthetic skills
Essential Knowledge
Assessment of Learning
The teaching cycle is not complete without the assessment of learning. This
lesson will be devoted to discussion of the guiding principles in the assessment of
learning and on assessment of tools in the three phases of instruction. The
discussion and presentation will not be very detailed. It will be introductory to the two
separate courses on Assessment of Student Learning you have to take after this
course.
Guiding Principles in the Assessment of Learning

Here are some guiding principles in the assessment of learning.
1. Assessment of learning is an integral part of the teaching – learning
process.
We teach with a certain objective to attain. After we have taught, then it is
logical that we find out how well we have attained our lesson objective, thus
we engage ourselves in the process of assessment. Assessment obviously is
a sine qua non of teaching. What we do after we have taught is determined by
the assessment result that we have get after teaching. Shall we do corrective
measures like remedial instruction? Or shall we proceed to teach the next
competency? The answer to these questions depends on assessment results.
If our lesson objective has been attained then we proceed to teach the next
competency. If not, then we find out why it has not been attained then resort
to a corrective measure after which we assess learning once again. The
process is an integral part of teaching. The formative evaluation must be done
frequently to determine learning that early for us to be able to make
adjustments to our lesson in accordance with information gathered.
If assessment or evaluation is built into the teaching learning process,
students’ allergy to test may be cured because it becomes very common and
natural to them. Students are made to understand that the purpose of
assessment is to check on learning.
2. Assessment tool should match with performance objective.
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Which assessment tool to use, which test to formulate must be based on our
performance objective. If our assessment tool is aligned with our performance
objective, we can claim our assessment tool to be valid. In the concrete, this
means that if we want to reach our students how to dance the cha-cha, and
we want find out in the end if they are now able to dance the cha-cha, we
simply play the music and see them dance it. Our performance test is aligned
with our performance objective; therefore, it is valid. If, however, we make use
of a written test and ask our students to write down the steps of cha-cha from
the first to the last step to measure their ability to dance it as explicitly stated
in our performance objective, our evaluation tool is far from being valid. To
write down the steps of cha-cha in order is one thing. To dance it is another
thing.
Many a time we want to teach the skills of critical and creative thinking
to our students. How noble an objective! But we lament the observation that in
practice most of our assessment tools, say a written test, measure only simple
recall and comprehension.
Other than written and performance test as assessment
methodologies, is “product assessment classified into written and physical.”
(Danielson, 2002) Danielson gives examples of written products – term
papers, short play, laboratory report, newspaper articles, and letters to public
officials… Physical products are dioramas, sculpture, or photographs
(Danielson, 2002)
3. The result of assessment must be fed back to the learners.

If the main purpose of assessment is to find out how well the learners has
attained a particular learning objective, it goes without sating the assessment
process serves its purpose only when we return corrected quizzes, test,
seatworks, assignments, and evaluated projects at the soonest time possible.
How else will our pupils / students know whether they are progressing toward
the benchmark set at the beginning of the class by way of our performance
objective? How pathetic is the plight of students who are subjected to quizzes,
test, assignments and seat works who never get to know at the end how well
they have performed in such assessment activities!
4. In assessing learning, teacher must consider learners’, learning styles

and multiple intelligences and so must come up with a variety of ways of
assessing learning.
It is unfortunate that, except for some performance tests conducted in the
Physical Education and Science laboratory classes, most test are written.
With our written test, our “language smart” students are always at an
advantage. However, that would be at the disadvantage of the kinesthetically
intelligent, the musically intelligent the spatial intelligent. (Howard Gardner’s M
I theory and Silver’s and Hanson’s learning styles.)
These learning styles and multiple intelligences are considered in our
assessment activities if they are integrated in our assessment activities
themselves. We may not be able to integrate all learning styles and multiple
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intelligences in one assessment activity but what we can do is to strive to take

into consideration as many learning styles and multiple intelligences as
possible. The traditional assessment practice of giving written test is quite
inadequate. We need to introduce other techniques like portfolio assessment
and other authentic assessment tools.
The figure M I Assessment Context of Thomas Armstrong (1994) may
give us creative ideas in our attempt to come up with a variety of assessment
or evaluation techniques. (Take note that in the table, Armstrong presented
only 7 intelligences then.) There are now an eight and ninth intelligences, the
naturalist intelligence and existentialist intelligence, respectively.
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5. To contribute to the building of the culture of success in the school, it is

pedagogically sound that in our assessment techniques we give some
positive feedback along with not so good ones.
Comments like “nicely put,” “well done,” “fine idea,” and “good point” on
students’ paper boost their ego and add to their level confidence. Starting our
critical evaluation of a performance or project by accentuating on positive
points and giving in the form of suggestions those not-so-good points that
definitely need improvement will cushion the impact of our critical evaluation.
When we critically evaluate in this manner, we make the student feel that we
are not subjecting his presentation or project to critical evaluation when, in
fact, we have already done so without his/her knowing.
6. Emphasize on self-assessment.
If our pupils/students make learning objectives their own, it is but fitting and
proper that in the assessment stage they do their self-assessment against the
standard of criterion of success established at the beginning of the class in
the performance objective. Furthermore, if learning is personal process, then
the pupil or student is in the best position to measure his/her own progress
against the benchmark. Our students’ self-assessment coupled with our
objective our objective assessment may give a more complete and adequate
picture of how far or close they are to the established criterion of success. If
ever assessment results are used for comparison it is a comparison against
one’s past performance and against one’s standard and never against
another’s performance or standard. Danielson asserts: “Assessments should
not force students to compete against one another; any competition should
between students and their own prior performance”. (Danielson, 2002)
7. If we believe that our task as teachers is to teach all pupil/students, and

that is possible that all students, even those from limited backgrounds,
will have access to opportunities and therefore can achieve, then the
bell curve mentality must be abandoned. (Danielson, 2002)
If we insist on the bell curve mentality, we will be made to think that it is
normal and is expected if some fail. This thinking may make us complacent. If
some pupils/students fail, we have a ready excuse. “It is normal anyway.
Some are really expected to fail.” Remember, we wish to build the culture of
success in the classroom because success breeds success. Concentrate on
the thought that all can learn.
8. Assessment of learning should never be used as punishment or as

disciplinary measure.
We hear of teachers who give an unscheduled quiz because the class is noisy
or teacher who give a very difficult test in order to punish students who do not
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study. When we resort to this sort of practice, we veer away from the true
purpose of assessment, i.e., to validate learning. We also contribute in a
sense to the development of students who frown on any form of learning
assessment for this gets identified with punishment.
9. Result of learning assessment must be communicated regularly and

clear to parents.
Parents are keenly interested in the progress of their children in school. They
like to know how their children are doing in school and how they can help their
children learn. Besides, parents are also our customers and more than that
our partners in education of the young.
10. Emphasize on real world application that favor realistic performances

over out-of-context drill items. …
“Such assessments require to generate rather than choose a response, and
to actively accomplish complex task while bringing to bear prior knowledge
new learning and relevant skills.”
The evaluation or assessment of learning is an integral part of a lesson
plan and that this can be done while we are still in the process of teaching or
at the end of our teaching. There are many ways of assessing learning. The
choice is our consideration of our instructional objective, nature of our topic
and intelligences and learning styles of our pupils/students.
Assessment in the Different Phase of Instruction

Prior to instruction – You may give pre-teaching assessment to determine where
your students are in relation to your lesson. You can make use of a written pre-test,
the KWL technique, or simply asking them some questions to diagnose your
students’ entry knowledge and skills.
Research found that “teachers in schools with high achievement rate use pre-
assessment to support targeted teaching of skills important to learn for standardized
test, as well as to group students for re-teaching.
During instruction – There are many ways by which learning can be assessed in
the process of teaching. We can immediately find out if our pupil/students can follow
the lesson by posing oral questions or by observing them as they perform classroom
activities or exercises. Giving a quiz is the most popular. Right there and then with
their answers, with their quiz scores, and with the way they conduct themselves in
class activities, we already sense whether we are already near of far from the
attainment of our objectives. When we engage ourselves in this evaluation activity in
the process of our teaching, we are engaged in what we called formative evaluation.
To conduct formative evaluation is beneficial to learning. If in the process of
teaching we already get to know that remedial teaching is some sub-skills is
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necessary, then we can do remedial teaching at once without having to wait for the
result of summative evaluation. If we wait until the end of the semester to check on
the status of pupils’ learning, it may be quite late because we have already wasted
time and energy pounding on the heads of our students/pupils without knowing that
their inability to learn was perhaps due to lack of mastery of pre-requisite skills.
After instruction – After you spend hours of less teaching, you would like to find out
proof of learning. You will do formative evaluation. If you give a pre-test prior to
instruction, then you give a post-test after instruction. If you used the KWL
technique, then go back to it and ask your students to share what they learner (L). If
you discover that your lesson objectives were not achieved, find out why and employ
remedial measures like re-teaching, peer tutoring, and the like.
Appropriate Assessment Tools

What assessment tool will be most appropriate? That depends on the lesson
objectives the attainment of which is what you are assessing.
The teacher-made test or the paper-and-pencil test in many forms is the most
common tool used to assess learning. However, it has been abused and misused.
Many a time them paper-and-pencil test is not appropriate as an evaluation tool and
yet because it is the tool with which we are most familiar, it is used. It is worthy to
note, however, that more and more teachers are beginning to use more authentic
tools of assessment. Performance test are said to be more authentic than mere
paper-and-pencil test. The so-called practical test in skill subject like Physical
Education, laboratory subjects. Computer and the like are examples of performance
test. If indeed “the proof of the pudding is in the eating”, the most reliable way to test
if our students learned the skill, we intended to teach is by way to hand-on
experience, by way of actual performance. In no way will a paper-and-pencil test be
able to authentically test skill in dancing, playing, focusing the microscope, using
computer program. Another example of an authentic evaluation tool is the portfolio
assessment. What is better way of showing development in the child’s writing skill if
not through a display of collection of the child’s written works for the past three
months or four?
If performance test is for assessment of skills learned, what about the

assessment of values learned? For the assessment of learning in the affective
domain, teacher’s observation of the students’ behavior, interviews with the students,
reading of journal entries or students’ personal narratives, rating scales are most
appropriate.
With Gardner’s multiple intelligence (MI) theory are creative assessment
techniques. Refer to the figure for assessment techniques for the multiple
intelligences.
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Store
Let’s Check
Activity 1:
What are some guiding principles in the assessment of learning? What are
the implications of these in the teaching-learning process?
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Let’s Analyze
Activity 1
What assessment tools are appropriate prior, during and after instruction?
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In a Nutshell…

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Course Schedule
Please be mindful of the schedules below to avoid future problems in complying with
your requirements.
Activity Date Where to Submit

Big Picture A
ULOa: Let’s Check Activities January 14, 2021 Quipper
ULOa: Let’s Analyze Activities January 14, 2021 Quipper
ULOa: In a Nutshell Activities January 14, 2021 Quipper
ULOa: Question & Answer List January 14, 2021 Quipper
ULOb: Let’s Check Activities January 21, 2021 Quipper
ULOb: Let’s Analyze Activities January 21, 2021 Quipper
ULOb: In a Nutshell Activities January 22, 2021 Quipper
ULOb: Question & Answer List January 22, 2021 Quipper
First Exam January 29, 2021 Quipper
Big Picture B
ULOa: Let’s Check Activities February 4, 2021 Quipper
ULOa: Let’s Analyze Activities February 4, 2021 Quipper
ULOa: In a Nutshell Activities February 8, 2021 Quipper
ULOa: Question & Answer List February 8, 2021 Quipper
ULOb: Let’s Check Activities February 10, 2021 Quipper
ULOb: Let’s Analyze Activities February 10, 2021 Quipper
ULOb: In a Nutshell Activities February 11, 2021 Quipper
ULOb: Question & Answer List February 11, 2021 Quipper
Second Exam February 12, 2021 Quipper
Big Picture C
ULOa: Let’s Check Activities February 15, 2021 Quipper
ULOa: Let’s Analyze Activities February 15, 2021 Quipper
ULOa: In a Nutshell Activities February 17, 2021 Quipper
ULOa: Question & Answer List February 17, 2021 Quipper
ULOb: Let’s Check Activities February 22, 2021 Quipper
ULOb: Let’s Analyze Activities February 22, 2021 Quipper
ULOb: In a Nutshell Activities February 25, 2021 Quipper
ULOb: Question & Answer List February 25, 2021 Quipper
Third Exam February 26, 2021 Quipper
Big Picture D
ULOa: Let’s Check Activities March 2, 2021 Quipper
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ULOa: Let’s Analyze Activities March 2, 2021 Quipper

ULOa: In a Nutshell Activities March 4, 2021 Quipper
ULOa: Question & Answer List March 4, 2021 Quipper
ULOb: Let’s Check Activities March 8, 2021 Quipper
ULOb: Let’s Analyze Activities March 8, 2021 Quipper
ULOb: In a Nutshell Activities March 9, 2021 Quipper
ULOb: Question & Answer List March 9, 2021 Quipper
Final Exam March 10-11, 2021 Quipper
Please note that this schedule may change from time to time. It is advisable that you
always keep in contact with your teacher for updates and always check your LMS or
Group Chatrooms.
Online Code of Conduct
• All teachers/Course Coordinators and students are expected to abide by an

honor code of conduct, and thus everyone and all are exhorted to exercise self-
management and self-regulation.
• Faculty members are guided by utmost professional conduct as learning
facilitators in holding DED conduct. Any breach and violation shall be dealt with
properly under existing guidelines, specifically on social media conduct (OPM
21.15) and personnel discipline (OPM 21.11).
• All students are likewise guided by professional conduct as learners in attending
DED courses. Any breach and violation shall be dealt with properly under existing
guidelines, specifically in Section 7 (Student Discipline) in the Student Handbook.
• Professional conduct refers to the embodiment and exercise of the University’s
Core Values, specifically in the adherence to intellectual honesty and integrity;
academic excellence by giving due diligence in virtual class participation in all
lectures and activities, as well as fidelity in doing and submitting performance
tasks and assignments; personal discipline in complying with all deadlines; and
observance of data privacy.
• Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
• All borrowed materials uploaded by the teachers/Course Coordinators shall be
properly acknowledged and cited; the teachers/Course Coordinators shall be
professionally and personally responsible for all the materials uploaded in the
online classes or published in SIM/SDL manuals.
• Teachers/Course Coordinators shall devote time to handle DED courses and
shall honestly exercise due assessment of student performance.
• Teachers/Course Coordinators shall never engage in quarrels with students
online. While contentions intellectual discussions are allowed, the
teachers/Course Coordinators shall take the higher ground in facilitating and
moderating these discussions. Foul, lewd, vulgar and discriminatory languages
are absolutely prohibited.
• Students shall independently and honestly take examinations and do
assignments, unless collaboration is clearly required or permitted. Students shall
not resort to dishonesty to improve the result of their assessments (e.g.
examinations, assignments).
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• Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to
others to further academic fraudulence online.
• By handling DED courses, teachers/Course Coordinators agree and abide by all
the provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
• By enrolling in DED courses, students agree and abide by all the provisions of
the Online Code of Conduct, as well as all the requirements and protocols in
handling online courses.
Monitoring of OBD and DED
• The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be
responsible in monitoring the conduct of their respective DED classes through the
LMS. The LMS monitoring protocols shall be followed, i.e., monitoring of the
conduct of Teacher Activities (Views and Posts) with generated utilization graphs
and data. Individual faculty PDF utilization reports shall be generated and
consolidated by program and by department.
• The Academic Affairs and Academic Planning & Services shall monitor the
conduct of LMS sessions. The Academic Vice Presidents and the Deans shall
collaborate to conduct virtual CETA by randomly joining LMS classes to check
and review online the status and interaction of the faculty and the students.
• For DED, the Deans and Program Heads shall come up with monitoring
instruments, taking into consideration how the programs go about the conduct of
DED classes. Consolidated reports shall be submitted to Academic Affairs for
endorsement to the Chief Operating Officer.
Course prepared by:
MARIA GUADALUPE M. DE LEON

FACULTY
Course reviewed by:
RUSSEL J. APORBO, MEAL

BSED Program Head
Approved by:
GINA FE G. ISRAEL, EdD

Dean of College
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APPENDICES
RUBRIC FOR ESSAY
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Work Plan for Lecture
Days
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Modality Synchronous Asynchronous Synchronous Asynchronous Synchronous Asynchronous
Type of • Teacher to • Learner to • Learner to • Learner to • Teacher to • Learner to
interaction Learner Content Learner Content Learner Content
• Uploading of • Utilization of • Group Sharing • Utilization of • Discussion • Utilization of
Learning SIM a. Collab SIM (Clarification or SIM
Materials b. Forum New lessons)
• Videos c. Zoom • Videos a. Collab • Videos
• Discussion b. Forum
a.Collab • Self-directed • Consultation • Self-directed c. Zoom • Self-directed
b.Forum Activities Activities Activities
Suggested c. Zoom • Supplementary Rest Day
Activities Activities
• Giving of
Formative • Quiz
Assessment
• Consultation
• Giving of
Performance
Task
Prepared by: Reviewed by: Approved by:
RUSSEL J. APORBO, MEAL LARCYNEIL P. PASCUAL, MAED GINA FE G. ISRAEL, EdD

BSED Program Head Assistant Dean Dean of College
76

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DEPARTMENT OF TEACHERS EDUCATION

Mabini Street, Tagum City

Department of Teachers Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

Course/Subject: LP 100 – Strategic Lesson Planning and

Name of Teacher: MARIA GUADALUPE M. DE LEON

SELF-INSTRUCTIONAL & SELF-DIRECTED LEARNING COURSE MANUAL for

The University of Mindanao is fully committed to cater to the different needs of

1. The SIM/SDL Manual aims to provide the guidelines for instructional

III. Definition of Terms

(6) Traditional contact refers to faculty and student interaction via

IV. Delivery Implementation Guidelines

There are 2 modes to implement the alternative delivery of instructions, with

A. Online Blended Delivery (OBD)

B. Distance Education Delivery (DED)

(5) Faculty and student interactions in DED mode can be supplemented by

(6) Deadlines and submission of requirements can be arranged with flexibility: by

(7) Final examinations in DED mode shall be done on-campus/onsite. Schedules

V. Components of the SIM

Under the Instruction Delivery are the following parts:

(a) Unit Learning Outcomes (Big Picture)

Part 1. Quality Assurance Policies and Course Outline Policies ................... 1

Part 3. Course Schedule …................................................................................. 107

Workplan for Lecture …………………………………………………………………… 111

PART 1: QUALITY ASSURANCE POLICIES

Course Coordinator: Genesis G. Genelza

Course Outline Policy

Areas of Concern Details

indicating the title of theassessment task (if the

If the assessment task is done in real time through

Please note that academic dishonesty such as

However, if the late submission of assessment

For group assessment tasks, the course

If disapproved by the course coordinator, you can

Submission of the final grades shall follow the

You can also meet the course coordinator in

person through the scheduled face to face

For students who have not created their student

Course Information – See or download the course syllabus in Quipper

CC’s Voice: Hello prospective teacher! Welcome to this course

CO Before the actual performance, you have to

a. explain the significance of lesson plan preparation

• Lesson planning. It is one way of planning instruction. Lesson planning

Planning lessons is vital to ensuring the delivery of teaching and learning in

Lesson planning competencies are important for an educator. Having a lesson

A successful lesson plan addresses and integrates three key components:

Phases in Lesson Plan preparation (Acero et al. 2007)

Active planning Review planning Closure planning

Sources of Learning Objectives

• Constitutional aims. All institutional goals/ objectives are geared towards a

• Institutional mission. This consists of the objectives set by the institution to

• Curriculum goals. These are determined by an operational philosophy and

Course objectives help teacher organize content in terms of topics,

• Unit objectives. These are usually formulated by the teacher. It is also

• Lesson objectives. These are otherwise known as specific instructional

- Expected behavior (specific skills, tasks, attitudes)

Explain the importance of lesson preparation.

Explain the different phases in lesson plan preparation.

Explain the three components of lesson plan.

1. Differentiate constitutional aims from institutional aims.

3 facts I learned from this section…

2 ways I will use the information I learned…